Exploring the use of simulation in a primary ITE context
Written by: Kirstin Mulholland, Carl Luke, Sophie Meller, David Nichol, Arlene Anderson, Deborah Herridge and William Gray
5 min read
Kirstin Mulholland and Carl Luke, Lecturers in Education, Northumbria University, UK
Sophie Meller, David Nichol, Arlene Anderson and Deborah Herridge, Senior Lecturers in Education, Northumbria University, UK
William Gray, Teacher, The Grove Primary School, UK
When educating future teachers in higher education contexts, there is often a perceived divide between theoretical and professional knowledge (McGarr et al., 2017). One potential means of bridging the gap between theory and practice is through using simulation. Simulation aims to replicate the interplay between the knowledge, skills and attitudes necessary in real-life situations. It has been found to improve student engagement across professional fields, including social work (Meredith et al., 2021), health (Platt et al., 2021) and, more recently, teacher education (Kaufman and Ireland, 2019).
Through providing an authentic context for difficult-to-teach concepts, simulation can offer a ‘safe space’ in which to expl
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