There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct students. However, in reformed classrooms, GTAs may need more support and resources. We designed chemistry rehearsal modules for use in a mixed-reality teaching simulator to help prepare GTAs for instruction in reformed classrooms by targeting pedagogical skills. The modules included familiar curricular activities and research-based student conceptions. We conducted an exploratory study with three experienced GTAs to investigate the utilization of the module inside the simulator. The three GTAs practiced cold calling and error framing and participated in a 1-h interview based on their experience. We recorded, transcribed, and coded the interviews and the simulator sessions. The three GTAs implemented the skills and provided feedback that supported the use of the module in the simulator and the authentic nature of the practice. Simulated environments that encourage personalized learning, skill practice, and responding to literature-based student ideas provide a promising avenue for graduate teaching assistant professional development.

假设研究生助教（GTA）掌握了他们正在教授的化学内容并准备指导学生。但是，在改革后的教室中，GTA可能需要更多的支持和资源。我们设计了化学演练模块，用于混合现实教学模拟器，以通过针对教学技能，帮助GTAs准备在改革后的教室中进行教学。这些模块包括熟悉的课程活动和基于研究的学生构想。我们与三位经验丰富的GTA进行了一项探索性研究，以调查模拟器内部模块的利用率。这三个GTA练习了冷电话和错误帧，并根据他们的经验参加了1小时的面试。我们记录，抄录和编码采访和模拟器会话。这三个GTA实施了该技能并提供了反馈，以支持在模拟器中使用该模块以及实践的真实性。鼓励个性化学习，技能实践和对基于文学的学生想法做出回应的模拟环境为研究生教学助理的专业发展提供了一条有希望的途径。