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A rationale for using a simulated teaching environment to train pre-service teacher candidates is presented, followed by the key components of the simSchool dynamic simulator created to accomplish this task. Results of analyses of two sets of data, for the areas of pedagogical practices and teaching skills, are used to illustrate that changes in pre-service educators can be assessed as a direct outcome of activities completed within the simulated environment. Major outcomes to date indicate that teacher candidates gain a sense of instructional self-efficacy (confidence in their competence) more rapidly using the simulator, compared to traditional teacher preparation classes and related activities. This outcome is true for pre-service candidates working with simulated students spanning the normal range of personality attributes and sensory abilities, as well as pre-service teacher candidates working with simulated students with disabilities.
Christensen et al. (Sat,) studied this question.