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<p>Teacher educators face significant challenges in preparing candidates for the complexities of modern classrooms, particularly regarding inclusive pedagogy. Despite attempts to enhance multicultural diversity in teacher education, gaps remain in supporting students, combating bullying, and integrating inclusive curricula. This study explores the effects of an online simulation designed to equip teacher candidates to address these challenges in elementary settings. Grounded in situated (Lave &amp; Wenger, <CitationRef CitationID="CR13">1991</CitationRef>) and simulation-based learning (Levin &amp; Frei-Landau, <CitationRef CitationID="CR14">2023</CitationRef>), the simulation offers a safe environment for candidates to practice decision-making and reflect on their biases. Findings from qualitative data, including pre- and post-surveys of teacher candidates (TCs) and interviews with teacher educators (TEs), indicate a notable increase in TCs’ confidence and self-efficacy in inclusivity and multicultural engagement. TCs moved from understanding abstract concepts to actionable strategies, but noted potential backlash from parents. TEs, on the other hand, recognized the simulation’s effectiveness in fostering critical thinking and empathetic responses, but noted challenges in curriculum integration. The study emphasizes the potential of simulations as vital tools in bridging the gap between theory and practice in teacher preparation while identifying areas for further research.</p>

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Cultivating inclusive mindsets exploring faculty’s and students’ perspectives on using online simulations for inclusive pedagogy in teacher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Hoda Harati,
  • Gretchen McAllister,
  • Yingying Liu

摘要

Teacher educators face significant challenges in preparing candidates for the complexities of modern classrooms, particularly regarding inclusive pedagogy. Despite attempts to enhance multicultural diversity in teacher education, gaps remain in supporting students, combating bullying, and integrating inclusive curricula. This study explores the effects of an online simulation designed to equip teacher candidates to address these challenges in elementary settings. Grounded in situated (Lave & Wenger, 1991) and simulation-based learning (Levin & Frei-Landau, 2023), the simulation offers a safe environment for candidates to practice decision-making and reflect on their biases. Findings from qualitative data, including pre- and post-surveys of teacher candidates (TCs) and interviews with teacher educators (TEs), indicate a notable increase in TCs’ confidence and self-efficacy in inclusivity and multicultural engagement. TCs moved from understanding abstract concepts to actionable strategies, but noted potential backlash from parents. TEs, on the other hand, recognized the simulation’s effectiveness in fostering critical thinking and empathetic responses, but noted challenges in curriculum integration. The study emphasizes the potential of simulations as vital tools in bridging the gap between theory and practice in teacher preparation while identifying areas for further research.