Abstract
International research illustrates the effectiveness of simulation in professional education. For pre-service teachers, such technology offers the ability to contextualise pedagogy and curriculum within the complexity of the classroom environment. Novice practitioners benefit from developing decision-making skills in a risk-free context, whilst receiving immediate feedback on their performance. The University of Newcastle has therefore embedded simSchool, a virtual classroom gaming platform) in its undergraduate teacher education programs. This paper reports pre-service teaching students’ sense of teacher efficacy before and after using simSchool, based on students’ responses to surveys before (n. 398) and after (n. 233) use of the technology. Analysis examined changes in teacher efficacy, as well as potential differences between students based on previous experience. Results will form the basis for more informed integration of simulation technology, and more targeted support for students to optimise their experience and learning.
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