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Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide a technological solution to bridge the gap between graduate preparation and real application. This study draws on situated learning and reflective practice ideologies to critique and problematise Micro-teaching 2.0 – a combination of traditional micro-teaching practices and human looped simulations. The findings reveal increased self-efficacy of PSTs (n = 376) and identify the benefits and challenges of Micro-teaching 2.0 for initial teacher education programs. Micro-teaching 2.0 proved to be an effective diagnostic tool for identifying the specific needs of PSTs and a preparatory tool for real-life placements. The controlled learning environment addresses previous issues related to the variability of contexts and subsequent moderation of individual capabilities. The findings are timely as the teaching profession continues to be scrutinised and where technological advances continue to offer choice, challenges and creative options for educators.
Ledger et al. (Mon,) studied this question.