Using videos as tools for reflection has a strong grounding in the research literature. Traditionally, these videos provide representations of K-12 students interacting with one another and their teacher during small or whole group instruction and come from teachers’ own or their peers’ classrooms. More recently, online simulated classrooms have been used as practice spaces to support teachers in learning how to engage in core teaching practices, such as facilitating discussions. The purpose of this study was to explore the potential usefulness of video records generated from online simulations as a tool for self-reflection. To do so, we examined the nature of in-service elementary teachers’ self-reflections from video records of them facilitating argumentation-focused discussions with five student avatars in an online simulated classroom. Findings suggest that most teachers’ reflections on their discussion practice tended to be positive in nature. In addition, findings suggest that most in-service teachers used multiple pieces of evidence to justify their overall quality assessment of their discussion on five key dimensions of argumentation-focused discussions. The types of evidence they used were aligned with how a scoring rubric defined these dimensions but varied in nature across the participants. Finally, findings show that study participants tend to draw upon both what they and students say and do during these discussions as evidence to support their overall assertions about how well they attended to specific discussion dimensions. Implications for using videos from online teaching simulations as tools for reflection are discussed.

使用视频作为反思工具在研究文献中有很强的基础。传统上，这些视频提供了 K-12 学生在小组或整个小组教学期间与其他学生及其老师互动的表现，并且来自教师自己或同龄人的教室。最近，在线模拟教室已被用作练习空间，以支持教师学习如何参与核心教学实践，例如促进讨论。本研究的目的是探索在线模拟生成的视频记录作为自我反思工具的潜在用途。为此，我们通过视频记录研究了在职小学教师自我反思的性质，这些教师在在线模拟课堂上与五名学生化身进行以论证为中心的讨论。调查结果表明，大多数教师对讨论实践的反思本质上是积极的。此外，研究结果表明，大多数在职教师使用多种证据来证明他们对以论证为中心的讨论的五个关键维度的讨论的整体质量评估是合理的。他们使用的证据类型与评分标准如何定义这些维度一致，但参与者的性质有所不同。最后，研究结果表明，研究参与者倾向于利用他们和学生在这些讨论中所说和所做的作为证据来支持他们对特定讨论维度的参与程度的总体主张。讨论了使用在线教学模拟视频作为反思工具的含义。