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<p>Simulations are increasingly used as a means to integrate theoretical and practical knowledge across different professional fields. This exploratory qualitative study examines the potential of simulation-based learning to provide pre-service teachers opportunities to engage with different knowledge types and ways of knowing. The participants included 21 pre-service teachers who participated in a remote online simulated teaching experience using a mixed-reality simulation followed by an educator-led debriefing. Thematic analysis of the debriefing revealed three overarching themes that characterise students’ engagement in the various knowledge types: (1) teacher-centred ways of knowing (theoretical, practical and somatic knowledge), (2) social knowledge and (3) knowledge needed to engage in the material environment. Moreover, the findings show support for using the debriefing as a setting to foster self-regulative knowledge. Simulation-based learning can thus be understood as an epistemic activity that engages students in distinct but integrated knowledge types. These findings add to the growing body of knowledge on the use of simulations in teacher education.</p>

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Fostering Engagement with Varied Knowledge Types and Ways of Knowing Through Simulation-Based Learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月6日

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  • Lynn Dittrich

摘要

Simulations are increasingly used as a means to integrate theoretical and practical knowledge across different professional fields. This exploratory qualitative study examines the potential of simulation-based learning to provide pre-service teachers opportunities to engage with different knowledge types and ways of knowing. The participants included 21 pre-service teachers who participated in a remote online simulated teaching experience using a mixed-reality simulation followed by an educator-led debriefing. Thematic analysis of the debriefing revealed three overarching themes that characterise students’ engagement in the various knowledge types: (1) teacher-centred ways of knowing (theoretical, practical and somatic knowledge), (2) social knowledge and (3) knowledge needed to engage in the material environment. Moreover, the findings show support for using the debriefing as a setting to foster self-regulative knowledge. Simulation-based learning can thus be understood as an epistemic activity that engages students in distinct but integrated knowledge types. These findings add to the growing body of knowledge on the use of simulations in teacher education.