Designing for Collaborative Teacher Learning Through Mixed- Reality Teaching Simulations

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Conference Proceeding

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How do novice teachers learn to lead controversial issue discussions in justice-oriented ways that simultaneously attend to today’s contentious political climate and the pedagogical complexity of the task? This paper analyzes teacher learning using mixed-reality simulation technology to approximate a controversial discussion about Dobbs v. Jackson (2022) and abortion jurisprudence. This paper explores the design, affordances, and limitations of teacher learning via collective pedagogical reasoning when novice teachers grapple with a polarized, emotionally-laden, and fraught topic: abortion. We frame our work as engaging with and challenging practice-based teacher education models to focus on the power of culturally situated and collaborative pedagogical reasoning within the shared experience of the mixed-reality simulation to shape teacher learning.


This article was originally presented at ISLS Annual Meeting 2024.