Australian teachers do not have enough opportunities to practice their skills before they step into the classroom. Without a solid foundation, beginning teachers have high levels of stress and burnout. Digital simulations can provide valuable opportunities to practice and rehearse new skills, yet unlike other sectors such as nursing, medicine and aviation, simulations have not been a key part of initial teacher training. 

This report shows the findings of a rapid review of the global literature on immersive simulation for teacher preparation. It finds that immersive digital simulations – and corresponding supports – can create significant positive shifts in trainee teacher skills, knowledge, and self-efficacy. The evidence is strong; of the 35 articles in this review, 30 studies show positive improvements in trainee teacher outcomes. The 30 studies showing positive effects include studies with rigorous designs, including a comprehensive systematic review with many well designed randomised controlled studies (the ‘gold standard’ of research). Benefits are seen across a range of teaching skills, from classroom management and teaching instruction through to better communication skills with parents and colleagues. 

The benefits of simulations are well grounded in theory. ‘Approximating’ aspects of teaching in contexts that are less complex than school-based environments can help to reduce cognitive load and help trainees to work on specific skills one at a time. Digital approximations provide unique opportunities for repeated practice and do-overs, with increasingly difficult challenges that help with mastery. Importantly, digital simulations show larger shifts when compared to traditional in-person role play with peers in class, or reading materials or listening to audio. 

Six active ingredients in the implementation of digital simulations are important. This includes incorporating opportunities for: 

1. instructional coaching, 
2. feedback, 
3. observation, 
4. visual examples or models of best practice,  
5. high dosage, that is, practicing many times over and 
6. strong underpinning theory and content. 

Some Australian teacher training providers are already using digital simulations today, with a growing interest in the area. A range of digital simulation products are emerging internationally in the US and UK, from classrooms of virtual students through to interactive text-based platforms that can be used many times over at low cost. 

As a next step, the authors call on system leaders to explore how to support the use of digital simulations in teacher training, ensuring it is high-quality, affordable and widespread. Like all initiatives, good implementation is key. Getting this right could significantly improve teacher training and help all new teachers be better prepared for service in Australian schools.

Training the Frontline project

The Susan McKinnon Foundation commissioned Impact Economics and Policy & Monash Social Work to examine tertiary-level training and skill-building for frontline workers in social work and education. 

This project aimed to identify innovative solutions to address the identified challenge of teacher and social worker preparedness for the workplace. For both teachers and social workers, there is an identified disconnect between what is learned in a tertiary setting (the theory) and what they do in a classroom or client setting (the practice). Digital simulations are increasingly being recognised as a useful tool to address this disconnect, enabling trainee teachers and social workers to practice skills on real world problems and situations. 

These reports provide a synthesis of the global evidence-base of ‘what works’ in immersive simulation training for both education and social work, and the sector-specific opportunities and barriers to the adoption of simulation training for tertiary-level teacher and social work training in Australia.