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I will present two studies examining preservice teachers’ dialogic teaching practices within an immersive virtual reality (VR) classroom simulation powered by a large language model (LLM). Study 1 investigated 23 preservice teachers’ perceptions of authenticity, situational interest, and self-efficacy during VR-based classroom debates, and analyzed their talk-move patterns using a hidden Markov model. Study 2 explored whether repeated simulation experiences combined with peer feedback influenced 22 preservice teachers’ beliefs about classroom ownership of ideas and activities. Together, the findings suggest that AI-driven VR simulations offer authentic and scalable environments for capturing dialogic teaching practices and fostering more student-centered instructional beliefs among preservice teachers.
