What do online student teachers gain from classroom sims?

Online Norwegian student teachers saw TeachLivE simulations as a safe place to practice classroom management and receive professional feedback.

Keep what you just learned

Save these 12 cards to your NoteFren library. Your first review starts right away, and each card links back to the study it came from.

How many student teachers participated?

21 fourth-year students in a Norwegian initial teacher education program.

What platform delivered the simulation?

TeachLivE via video-recorded Zoom sessions.

What roles did students take?

One teacher role per group while others observed and prepared feedback.

What educational affordance stood out?

A space to practice classroom management and didactics relevant to learning outcomes.

How many found the simulation unrealistic?

Only 3 of the 21 students in reflection logs.

What data sources were analyzed?

Peer-led focus groups and individual written reflection logs.

What happened in educator-led debriefing?

Students learned to give and receive professional feedback tied to outcomes.

Why is SBL useful for online teacher candidates?

It can provide shared practical experiences that online students particularly need.

How were groups organized?

Six groups based on mathematics subject status and availability.

What analytic approach was used?

Thematic analysis following Braun and Clarke.

What safety benefit did students note?

Practicing complex skills without consequences for real pupils.

What research question guided the study?

What perceived affordances emerge when online student teachers engage in simulation-based learning?