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The purpose of this study is to explore the effects of an affective recommendation system on the developmental trajectories of prospective teachers' emotional patterns, integrated with a Simulated Virtual Classroom (SVC) platform called SimInClass. SVC exposes teachers to a range of student discourses in the form of unexpected stimuli. Fifteen prospective teachers participated in a study consisting of two practicum sessions in the SVC. Participants did not receive any affective recommendation after the first session but did receive it after the second session. Additional data were collected during both sessions in the SVC, including the physiological responses, such as electroencephalogram (EEG), galvanic skin response (GSR), and facial expressions. L metric and Lag sequential analysis were employed in determining teachers' transitional emotional patterns. The results showed that participants did not maintain …