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<p>A simulation-based learning (SBL) approach that enables pre-service teachers (PSTs) to develop practice-based teaching skills within simulated classroom environments can be effective as a complementary element in increasing their teaching skills in teaching practicum. This research aims to test the effectiveness of an SBL approach in teaching practicum on PSTs’ Technological Pedagogical Content Knowledge (TPACK), classroom management, and lesson planning skills. A quasi-experimental design with a pre-post test control group was used. A total of 129 PSTs were divided into two groups. An SBL approach was applied to the experimental group, while the control group received training within the current teaching practicum course. The results show that, compared to the control group, the experimental group’s use of an SBL approach in teaching practicum significantly improved their TPACK, classroom management, and lesson planning skills. Overall, the findings of this study reveal the effectiveness of SBL-based teaching practicum and contribute to bridging theory and practice in teacher education by supporting the development of future teachers’ teaching skills.</p>

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Simulation-based learning approach in teaching practicum to support pre-service teachers’ teaching skills

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月19日

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  • Özge Kelleci̇ Alkan,
  • Taibe Kulaksız,
  • Nuri Can Aksoy,
  • Büşra Nur Durmaz,
  • Fatma Melike Uçar,
  • Mihriban Özcan,
  • Bilge Kalkavan

摘要

A simulation-based learning (SBL) approach that enables pre-service teachers (PSTs) to develop practice-based teaching skills within simulated classroom environments can be effective as a complementary element in increasing their teaching skills in teaching practicum. This research aims to test the effectiveness of an SBL approach in teaching practicum on PSTs’ Technological Pedagogical Content Knowledge (TPACK), classroom management, and lesson planning skills. A quasi-experimental design with a pre-post test control group was used. A total of 129 PSTs were divided into two groups. An SBL approach was applied to the experimental group, while the control group received training within the current teaching practicum course. The results show that, compared to the control group, the experimental group’s use of an SBL approach in teaching practicum significantly improved their TPACK, classroom management, and lesson planning skills. Overall, the findings of this study reveal the effectiveness of SBL-based teaching practicum and contribute to bridging theory and practice in teacher education by supporting the development of future teachers’ teaching skills.