Copeland presents a proposal forthe de velopment of a genre of pre-student teaching laboratory experiences in tended to assist novice teachers in the development of their clinical reasoning. These experiences would be composed of highly interactive, technology- mediated simulations and a set of ac tivities intended to encourage reflection on the student teacher's experience with the simulations. Contributions to this de velopment, such as experiences from the cognitive sciences, artificial intelli gence, research on teacher cognition, re search on classroom teaching, and learning and computer simulations, are explored.
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