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Technologies for simulation-based learning (SBL) have been integrated into teacher-education programmes to prepare pre-service teachers (PSTs) to cope with teaching challenges; however, knowledge about the challenges associated with SBL remains limited. The current study sought to enhance our understanding of how PSTs cope with teaching-related challenges through SBL and to identify the specific challenges they experience during the SBL process. Using a qualitative case study design, data were collected from 58 PSTs via three instruments: reflections, observations and focus groups, and analysed inductively using a thematic–cognitive approach. The analysis revealed three principles that guided PSTs in coping with teaching-related challenges, alongside two challenges inherent to the SBL process. The study advances theoretical understanding of the role of SBL technologies in preparing PSTs to cope with teaching-related challenges and, at the same time, reveals that learning through SBL is not devoid of challenges.
Orna Levin (Wed,) studied this question.