In Search of Deliberate Practice: Simulating Teaching in Three Teacher Education Programs

Abstract

Background: Mixed reality simulations (MRSs) offer a platform for novice teachers to practice teaching in the absence of real children. Though prior research suggests simulated practice can be beneficial for novice teachers, these studies describe widely varying designs and implementations across teacher education programs (TEPs). As such, we lack clarity about the relative benefits of different approaches to simulated practice for novices who are entering teaching via a growing array of pathways. Purpose: To better understand the influence of context on novice teachers’ experiences in simulations, we conducted a study of three teacher education programs that used simulations as a component of their teacher education curriculum. Specifically, we asked the following research questions: How do novices in three differently structured TEPs experience a series of parallel practice opportunities in MRSs? What contextual features into, through, and beyond the approximation contribute to variation, if any, in novices’ experiences of practice in MRSs? Research Design: This mixed methods study leverages postsimulation survey data from novices ( n = 160) in three TEPs to understand how they experienced a parallel series of simulation tasks paired with support in the form of coaching or self-reflection. We elaborate on survey findings with qualitative analysis of each teacher education program and interviews with a purposive sample of participants from each program ( n = 15). Conclusions: Findings highlight the influence of context and supports on novices’ simulation experiences. In particular, the sequencing of practice with other preparatory opportunities into and beyond the approximation, as well as the provision of feedback and level of challenge through the practice can promote more useful practice opportunities in teacher education.