| Title: |
The SimLab: A Model Implementation of 'Practice before Practicum' Simulations for Initial Teacher Education |
| Language: |
English |
| Authors: |
Ann-Marie Gresele; Natasha Anne Rappa (ORCID 0000-0002-3217-0296); Wade Ellis; Ellin Sears; Rachael Kostusik |
| Source: |
Issues in Educational Research. 2025 35(4):1511-1528. |
| Availability: |
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teacher Education; Computer Simulation; Computer Uses in Education; Preservice Teachers; Foreign Countries; Program Implementation; Field Experience Programs |
| Geographic Terms: |
Australia |
| ISSN: |
0313-7155; 1837-6290 |
| Abstract: |
The Australian Teacher Education Ministerial Advisory Group (TEMAG) highlighted critical areas for improvement in teacher education, namely, effective pedagogies, assessment and feedback, classroom management, and collaborating with parents and the wider community. This paper describes one Australian university's implementation of a four-part continuum experience using simulations within a mixed reality learning environment to address these areas for improvement in the initial teacher education (ITE) program. We also discuss the theoretical foundations underpinning this implementation process. Our findings indicate the ITE simulation program represents one way to prepare reflective pre-service teachers (PSTs) with knowledge, skills and a flexible outlook when teaching in diverse schooling contexts. It identifies potential adjustment areas when implementing simulations for PSTs who have already grappled with the complexity of managing their classes in a real-world setting. It suggests further investigations into feedback mechanisms that support PSTs' positive transfer of learning are needed. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Access URL: |
https://www.iier.org.au/iier35/gresele-abs.html |
| Accession Number: |
EJ1492321 |
| Database: |
ERIC |