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Simulations allow preservice teachers to connect education theory and practice in low-risk environments. This study presents findings from our investigation of the suitability of a simulation called “Teacher Moments” for two parent-teacher conference scenarios. Students in a preservice education class completed two Teacher Moments simulations as assignments during the semester. Using a design-based approach, we document how we learn from multiple implementations and discuss the outcome of the revised design. Our findings suggest that students perceive simulations within Teacher Moments as authentic experiences that provoke cognitive dissonance. Additionally, the simulation allows education students to practice key skills in teaching such as remaining calm in difficult situations and articulating their pedagogical and classroom management approaches to parents.

The aim of this thesis is to investigate and improve the suitability of Teacher Moments as an online practice space for parent-teacher conference simulation in preservice teacher education. We evaluate Teacher Moments by means of a playtest conducted with students of a preservice education class for undergraduates in the Scheller Teacher Education Program (STEP) at MIT. We set out to answer 3 research questions. 1) How do users perceive the authenticity of parent-teacher conference simulations in Teacher Moments? 2) How do students’ reflections relate to the learning objectives after completing a parent-teacher conference simulation in Teacher Moments? 3) How do new users perceive the ease of use of Teacher Moments interface? Most of the preservice teachers in our study felt the simulation experience was authentic and the user interface was easy to use. The main themes we identified in the students’ reflections and class debrief were aligned with the simulation learning objectives.