The use of simulation-based learning approaches in initial teacher education and teachers’ professional development – exploring the potential for learning and practice.

This paper will present research into the use of simulation-based approaches in initial teacher education (ITE) and as part of teachers’ continuing professional development (CPD).

It will draw on the work of a group of academics who have founded a National Simulation Network in the UK This was prompted by the increased focus on deliberate practice, rehearsal and feedback within ITE in the UK (DfE, 2019; 2022) and the aim to provide opportunities for students to practise responding to realistic imitations of real-world situations in controlled and safe environments (Kim et al, 2016; Mc Garr, 2021).

Although well-established across various professional disciplines such as health (Chernikova et al., 2020), social work (Craig et al., 2017) and medical education (Heitzmann et al., 2019), the paper argues that the use of simulation within ITE and CPD is an under-used approach which could contribute to increased active engagement in training programmes, higher levels of satisfaction, and increased feelings of preparedness for future professional practice. This is turn could contribute to the improvement of rates of teacher retention, an on-going issue within the UK and internationally (Ovenden-Hope and Passy, 2020).

The paper will draw predominantly on a project working with staff in a primary school to develop their provision for learners with English as an Additional Language (EAL), but will also outline other applications of simulation which have been developed by the team. It will present and discuss our analysis of the impact of the simulations as well as making recommendations for simulation delivery and design, and exploring ways in which the impact on learners can be maximised both within and beyond the UK context.