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Constructing Reality: Comparing Simulation Modalities in Initial Teacher Education
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DOI：10.3390/educsci16060891.png)
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Abstract
En 中文
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation modalities, mixed-media and multiple-choice formats, implemented within undergraduate primary ITE programmes at two UK universities. Using a sequential mixed-methods design, quantitative data were collected from 249 PSTs through the Educational Practices Questionnaire for Teacher Educators (EPQ-TE) and the Preparing Educators for Practice in Simulation Questionnaire (PEPS-Q), alongside qualitative data from open-text survey responses and focus groups. Findings indicate that PSTs reported high levels of perceived quality, engagement, and preparedness across both modalities, with no statistically significant differences between formats or institutions. Reflexive thematic analysis was used to explore simulation design features valued by PSTs, identifying three key themes: authenticity and realism, the benefits and challenges of peer collaboration, and the role of scaffolding and feedback in supporting professional learning. These findings suggest that learning in SBL emerges through the interaction of scenario design, learner participation, and tutor facilitation, offering practical insights for teacher educators seeking to design and implement simulation-based learning within ITE, as well as recommendations for future research.
Keywords:
simulation
simulation-based learning
simulation design
initial teacher education
simulation modalities
pre-service teachers
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