Learning to teach with simulation: historical insights

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).