Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765, Markowski, Marianne ORCID: https://orcid.org/0000-0003-4652-3168, Essex, Ryan ORCID: https://orcid.org/0000-0003-3497-3137, Stiell, Marlon and Jameson, Jill ORCID: https://orcid.org/0000-0002-9545-8078 (2022) A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training. Journal of Computer Assisted Learning. pp. 1-14. ISSN 0266-4909 (Print), 365-2729 (Online) (doi:10.1111/jcal.12653)

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Abstract

Background: Due to recent lockdown conditions, which restricted opportunities for face-to-face contact and the ability to be physically in schools, the need for novel, safe ways to train pre-service teachers emerged even more pressingly. Whilst virtual simulation has received some attention in pedagogy and its benefits have been demonstrated in many disciplines, there appears to be less synthesized evidence on the use of physical and/or mixed-reality simulation utilized in teacher training.
Objectives: The goal of this systematic scoping review was to summarize and synthesize the literature on the use of physical and/or mixed-reality simulation in pre-service teacher training.
Methods: A systematic scoping literature review combined with a textual narrative synthesis was undertaken. Ten reference databases were searched in May 2020:Academic search premier, CINAHL, Education Research Complete, Humanities Inter-national Complete, Psychology and Behavioural Sciences Collection, PsycInfo,Teacher Reference Center, Science Direct, Web of Science and Scopus.
Results and Conclusions: Following inclusion/exclusion criteria assessment and screening, 13 articles were included for appraisal and synthesis. Seven papers examined physical simulations, while the remainder examined mixed-reality simulations. The evidence from this review suggests that simulation, including physical and mixed-reality types, could be used as a tool to increase confidence, self-efficacy, classroom management skills and communication.
Implications: In comparison to other fields (e.g., nursing, medicine and aviation)simulation in education appears to be in its infancy—more large-scale research is needed. At the same time, this review indicates that mixed-reality simulation in particular has the potential for contributing to teacher education, because it offers the potential for learning in various contexts when compared to traditional didactic teaching practices

Item Type:	Article
Uncontrolled Keywords:	initial teacher training, mixed-reality simulation, physical simulation, pre-service teacher-training
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	10 Mar 2022 09:53
URI:	http://gala.gre.ac.uk/id/eprint/35371

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