Learning to teach with simulation : historical insights

Journal article


Ledger, Susan, Mailizar, Mailizar, Gregory, Sue, Tanti, Miriam Helen Maks, Gibson, David and Kruse, Stacy. (2024). Learning to teach with simulation : historical insights. Journal of Computers in Education. pp. 1-28. https://doi.org/10.1007/s40692-024-00313-2
AuthorsLedger, Susan, Mailizar, Mailizar, Gregory, Sue, Tanti, Miriam Helen Maks, Gibson, David and Kruse, Stacy
Abstract

Simulation-based learning (SBL) has been trialed and embedded in many disciplines and professions over many years to practice complex skills before embarking on real-life applications. Much research has confirmed the benefits of SBL and found simulations are among the most effective means to facilitate the learning of complex skills across domains. Yet, despite this evidence-based support for SBL, teacher education continues to be slow to adopt and embed SBL within their programs. This paper compares literature on two of the longest and widest adopted simulated programs in teacher education, Second Life and simSchool—to gain insight into the research types, findings and reasons for limited implementation. The findings support previously confirmed pedagogical benefits of SBL increasing student self-efficacy and reveal commonalities and differences between the two simulated platforms and a lack of adoption of SBL that centres around costs, accessibility and technical issues. The findings are positioned in practice-theory literature and highlight SBL’s ability to provide preservice teachers with a ‘third space’ where theory can be practiced, rehearsed and reviewed virtually before real classroom transference occurs. We offer recommendations that will stimulate future research and support wider adoption of SBL in Initial Teacher Education (ITE).

KeywordsSimulation; Initial teacher education; Practice-theory; Simulation-based learning; Third-space
Year01 Jan 2024
JournalJournal of Computers in Education
Journal citationpp. 1-28
PublisherSpringer
ISSN2197-9995
Digital Object Identifier (DOI)https://doi.org/10.1007/s40692-024-00313-2
Web address (URL)https://link.springer.com/article/10.1007/s40692-024-00313-2
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-28
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Print01 Apr 2024
Publication process dates
Accepted22 Jan 2024
Deposited26 Aug 2024
Additional information

© The Author(s), 2024.

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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