Abstract
This qualitative phenomenological interview study explored the lived experiences and perceptions of 14 preservice teachers enrolled in a required behavior management course at a public university in the western United States who participated in a Manifestation Determination (MD) training aligned with the Individuals with Disabilities Education Act. The training incorporated three scaffolded components: direct instruction, simulated MD meetings with real parents of children with disabilities, and guided video analysis for self-reflection. Despite challenges related to virtual delivery and emotional discomfort with self-review, participants reported increased perceived confidence, collaborative competence, and legal understanding. Four key themes emerged: authentic learning experience; valuable opportunity to practice collaboration, conflict resolution, and behavioral knowledge; a meaningful way to learn; and challenges experienced along the way. Findings highlight the potential of simulation-based learning to bridge the gap between theory and practice in teacher preparation. Implications for practice and future research are discussed.
•Manifestation Determination and collaboration found to be valuable content to learn and practice for preservice educators.•Educational simulations may provide a meaningful way to learn for preservice educators.•Experiential learning may bridge theory and practice.•More practice opportunities in preservice teacher education.