Abstract
Teacher preparation programs often face challenges in providing consistent opportunities for candidates to practice classroom management and parent communication. Coursework and field placements do not always ensure authentic or repeatable practice, leaving many candidates uncertain in high-stakes situations. This study examined how three clinical faculty members utilized mixed-reality simulations to provide safe and structured opportunities for candidates to practice essential skills. An interpretive phenomenological approach guided two rounds of semi-structured interviews, which were analyzed collaboratively to identify key themes. Five themes emerged: value of simulation, student engagement, feedback and reflection, curricular integration, and preparation and design. Faculty emphasized the benefits of features such as real-time avatars, repeatable scenarios, and guided debriefs, while also noting challenges related to workload, student anxiety, and curricular alignment. The findings suggest that virtual simulations can enhance practice-based teacher education and highlight implications for design, sustainability, and striking a balance between authenticity and emotional safety. Keywords: mixed-reality simulation, virtual simulation, teacher preparation, classroom management, parent–teacher communication, practice-based teacher education