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Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional development fields. We trace how consequential feedback in educational leadership simulations supports educators’ understanding of conflict resolution processes. Twenty in-service teachers enrolled in a master’s level course on educational leadership participated in 10 role play simulations based on real-world dilemmas brought by participants and acted by class members. Focusing on three role-play scenarios, associated debriefings and participant reflections, we analyse how consequential feedback underpins learning about how to navigate situations that demand effective conflict resolution. By clarifying consequential feedback mechanisms, this study contributes to a richer theoretical understanding of feedback as a driving force in simulation-based learning for professional development, while supporting the design of simulations that intentionally embed consequential feedback.
Gat et al. (Sat,) studied this question.