The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice

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Abstract
Dealing with the often-overwhelming nature of the school placement experience, and the associated demands of classroom management, can be a significant challenge for many pre-service teachers. These challenges point to the need for pre-service teachers to experience aspects of challenging pupil behaviour in less pressurised environments, and where they can have the opportunities to make mistakes without fear of negative repercussions on their academic progression. The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured manner. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and, in particular, their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.

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