Examining How In-The-Moment Interpretations of Student Disciplinary Thinking and Emotions Support Responsive Teaching: A study in AI-Supported Simulation

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This mixed-methods study examined an AI-supported virtual simulation and explored the role of preservice teachers' (PSTs) in-the-moment interpretations of virtual students' resources (both epistemic and emotional) in their responsive teaching practices.Thirty-three preservice science and mathematics teachers participated in the study.Linear regression analysis results revealed that PSTs' interpretative acts can significantly predict their responsive teaching practices.Qualitative analysis corroborated that purposive interpretation enabled PSTs to estimate students' learning states and teaching scenarios as a whole.It was also found that PSTs struggled to enact interpretations, pointing to future research directions.