Abstract
AbstractSimulation technologies are emerging as a possible solution to prepare Initial Teacher Education (ITE) students for the classroom and reduce undue pressure on supervising teachers. This paper presents a scoping review that reports on what is currently known regarding simulated technologies and their application to ITE programs. The review scoped the literature published between January 2013 and March 2023, with 16 studies identified for inclusion. Using descriptive statistics and a narrative synthesis method, this review maps the response to different types of simulation technologies and the impact of simulation on ITE students’ teaching skills and pedagogies. Unanimously, the studies agree that simulation is beneficial to ITE students as an authentic preparation tool to strengthen teaching skills and pedagogies. Conversely, ITE student responses to simulation are mixed. The research identifies the need for continued research and development in this emerging field. Longitudinal impacts of simulation in ITE programs are yet to be reported. This review recommends that future research builds upon the initial evidence, including larger participant numbers, clarifying the ideal duration of simulation for ITE students, and taking up a universal definition of simulation.
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