When theory becomes practice – potentials and constraints of simulation-based core practice trainings in teacher education

Background: Simulation-based learning is increasingly becoming a subject of educational research, attributed with the potential to combine theory and practice. This method shifts the focus from theoretical knowledge to performing profession-specific core practices which are theoretically sound and at the same time focus on the requirements of teaching. Although studies provide valuable insights into how simulation-based settings at universities should ideally be designed to teach core practices, the question of how simulation-based settings are experienced from the perspective of pre-service teachers need to be further investigated. The present study focused on pre-service teachers’ emotional and cognitive processes and acceptance during a simulation-based core practice training (role-plays) in educational sciences in teacher education. Methods: Using a cross-sectional design, we analyzed 77 feedback responses from German bachelor's degree students. Emotional processes were assessed using the teacher emotions scales. The acceptance scale comprised eight items on preparation for the role-plays and perceived learning effect. The feedback form also included an immersion scale and single item for assessing germane load. Results: Findings indicate a moderate level of enjoyment and germane load, a high degree of immersion and low level of negative emotions such as anxiety and anger. Simulation-based training in core practices was rated positively for acceptance. Conclusion: Participants enjoy simulating core practices of the teaching profession and consider the simulation-based learning environment to be highly relevant in practical terms. Our study thus provides initial empirical support for integrating simulation-based learning formats into teacher education at an early stage in order to bridge the gap between theory and practice and reinforce the idea that educational theory can be a practical tool.