SIMULATED TEACHING

Simulated teaching is a training approach in which student-teachers or new educators practice teaching in
a controlled, simulated environment that mimics a real classroom setting. This technique provides a safe
space to experiment with lesson delivery, classroom management, and interaction strategies without the
pressure of a real classroom.
In simulated teaching, participants often teach to a small group of peers who act as students or to
computer-simulated students (in digital simulations). They receive feedback from mentors, peers, or
supervisors, allowing them to refine their techniques, improve confidence, and build essential skills.
Simulated teaching is valuable in teacher education as it allows for:
1. Skill Development: New teachers can focus on specific skills, like questioning techniques or
instructional pacing, before entering actual classrooms.
2. Immediate Feedback: They receive instant feedback, helping them correct mistakes and reinforce
effective practices.
3. Confidence Building: Simulations reduce anxiety by providing a low-stakes environment to practice.
4. Reflection Opportunities: Teachers can review their teaching and reflect on strengths and areas for
improvement.
Overall, simulated teaching serves as a bridge between theoretical knowledge and real-world teaching
practice, supporting novice educators in their professional growth.
FEATURES OF SIMULATED TEACHING:

Simulated teaching is a training method that uses role-playing, scenarios, and controlled
environments to allow teachers or students to practice and develop teaching skills without
involving actual classrooms.

Here are some key features of simulated teaching:

1. Controlled Environment: Simulated teaching takes place in a controlled setting, allowing the
teacher or trainee to practice skills without real-life consequences or disruptions.

2. Role-Playing: Teachers and students take on roles, simulating various classroom scenarios, such
as managing disruptive behavior, handling different learning needs, or delivering lessons.

3. Immediate Feedback: Trainers or mentors can provide instant feedback on the trainee’s
performance, helping them understand their strengths and areas for improvement.

4. Repetition and Practice: Simulation allows trainees to practice the same skills multiple times,
refining their approach and gaining confidence.

5. Focus on Specific Skills: Simulated teaching can be tailored to target specific teaching skills
like lesson planning, questioning techniques, classroom management, or communication.

6. Low-Risk Learning: Since simulated teaching doesn’t involve real students, trainees can
experiment, make mistakes, and learn in a low-stress, non-threatening environment.

7. Use of Technology: Simulations can be enhanced using technology, such as virtual classrooms,
digital avatars, or interactive boards, to create realistic teaching scenarios.

8. Self-Reflection: Trainees often have opportunities to reflect on their simulated experiences,

helping them recognize and internalize effective teaching practices.

9. Adaptable Scenarios: Scenarios can be customized to reflect a range of classroom situations,

student behaviors, and learning needs, preparing trainees for real-world diversity in classrooms.

10. Collaboration with Peers: In some simulated environments, trainees collaborate with peers
to critique and support one another, building teamwork skills and mutual learning.

Simulated teaching is widely used in teacher education programs to develop essential teaching
competencies in a structured, hands-on manner, preparing future teachers for actual classroom
dynamics.
CHARACTERISTICS OF SIMULATED TEACHING
Simulated teaching is an instructional strategy where teachers and learners participate in a
controlled, practice-based environment that replicates real-life teaching scenarios. It allows
teachers to experiment with teaching techniques, gain feedback, and refine their methods in a low-
risk setting. Here are the main characteristics of simulated teaching:

1. **Controlled Environment**: It takes place in a structured, controlled environment where

variables like student behavior and lesson content are predetermined, allowing teachers to focus
on specific skills.

2. **Role-Playing**: Teachers, students, and observers may play roles (such as "difficult student"
or "engaged learner") to simulate classroom dynamics realistically.

3. **Focused Practice**: Simulations allow educators to practice specific skills—such as

classroom management, lesson planning, and questioning techniques—one at a time for targeted
development.

4. **Feedback-Oriented**: Real-time or post-session feedback from peers, mentors, or

supervisors is essential, helping teachers improve their approach based on observed outcomes.

5. **Repetition and Reflection**: Scenarios can be repeated with adjustments based on feedback,
allowing teachers to reflect and try alternative strategies for improvement.

6. **Low-Risk Learning**: Mistakes made in simulated environments do not affect actual

students, reducing pressure and allowing teachers to learn from errors safely.

7. **Skill Development**: It emphasizes practical skill-building, such as communication,

classroom management, and adaptability, rather than theoretical knowledge.

8. **Flexible Scenarios**: Simulated teaching can include diverse scenarios, such as teaching
different age groups, handling disruptive behavior, or adapting lessons for varying learning
abilities.

9. **Improved Decision-Making**: By exposing teachers to challenging situations, simulations

enhance decision-making skills, preparing them for real-world classroom unpredictability.

10. **Technology Integration**: Some simulations incorporate digital tools, such as virtual or
augmented reality, to mimic classroom interactions closely and provide immersive experiences.

Simulated teaching is a powerful tool for preparing teachers, allowing them to develop confidence,
adapt to different scenarios, and become more effective educators before they enter a real
classroom setting.
ASSUMPTIONS IN SIMULATED TEACHING

In simulated teaching, several assumptions guide the structure and expectations of the practice.

Here are some common assumptions:

1. Controlled Environment: The simulated environment is assumed to be controlled, meaning

that variables such as student behavior, learning challenges, and classroom conditions can be
adjusted for specific teaching scenarios.

2. Predictable Student Responses: Simulations often assume that "students" (who may be role-
played by peers, software, or avatars) will respond in predictable ways, allowing the teacher to
practice handling common classroom situations.

3. Focused Learning Objectives: Simulated teaching assumes that certain teaching skills or
competencies can be isolated and practiced individually, which may not always be the case in real
classrooms where multiple dynamics interact simultaneously.

4. Time Constraints: There is an assumption that the time frame in a simulation represents a
typical teaching session, even if it's abbreviated, allowing teachers to practice within realistic time
constraints.

5. Simplified Classroom Dynamics: Simulations often assume that classroom interactions can be
simplified, so complex social dynamics or spontaneous disruptions may not be fully replicated.

6. Feedback Mechanism: It is assumed that constructive feedback can be immediately provided,

allowing the teacher to reflect and adjust their approach, something not always feasible in live
teaching situations.

7. Transferability of Skills: A key assumption is that the skills and techniques learned in
simulation will transfer effectively to real classroom settings, though real-life variables might
differ.

8. Safe Learning Environment: Simulated teaching is based on the assumption that it is a low-
risk environment, where mistakes can be made without consequences, providing a safe space for
experimentation and learning.

9. Standard Student Profiles: Often, simulated students represent common types (e.g., quiet,
disruptive, high-achieving), assuming that these simplified profiles cover the main types of
students a teacher will encounter.

10. Scalability and Repetition: Simulations assume that scenarios can be repeated multiple times
for practice, which is typically not possible in a live classroom with real students.

These assumptions provide a foundation for simulated teaching exercises but may not fully capture
the complexity and unpredictability of real-life teaching.
PRECAUTIONS IN SIMULATED TEACHING:

In simulated teaching, where teachers practice delivering lessons in a controlled, often artificial
environment, several precautions should be taken to ensure the exercise is effective and
meaningful. Here are key precautions:

1. Set Clear Objectives: Define specific, measurable goals for each session to keep the simulation
focused and aligned with learning outcomes.

2. Ensure Realistic Scenarios: Simulations should closely mirror real classroom situations,
including diverse student behaviors and common challenges, to make the experience applicable.

3. Maintain a Supportive Environment: Create a non-judgmental, constructive atmosphere

where participants feel safe to try, fail, and improve without fear of harsh criticism.

4. Use Constructive Feedback: Provide specific, actionable feedback to help participants

understand what they did well and what needs improvement.

5. Control Group Size and Complexity: Start with smaller, manageable groups or simple
scenarios, gradually increasing complexity as participants gain confidence and skill.

6. Monitor Time Effectively: Simulations should have time constraints similar to real classroom
situations, helping participants learn to manage time effectively.

7. Encourage Reflection: After each session, encourage participants to reflect on their experience,
discussing what worked, what didn’t, and why.

8. Use a Variety of Scenarios: Introduce diverse teaching situations to ensure participants are
exposed to a range of classroom dynamics and content areas.

9. Prepare Participants Emotionally: Inform participants about the potential stress of simulated
scenarios and provide coping techniques to manage it productively.

10. Avoid Over-criticism: Focus on positive reinforcement and growth-oriented critique rather
than excessive negative feedback, which can discourage participants.

11. Limit Role-Playing Bias: Ensure role-playing by peers or actors is neutral and does not
exaggerate or stereotype student behaviors, as this could lead to unrealistic classroom management
strategies.

12. Simulate Realistic Technology Use: Incorporate tools or technology commonly used in
classrooms, but avoid excessive reliance on technology that may not be accessible in all real-life
teaching environments.
SIMULATIONS METHODS IN TEACHING:
Simulation methods in teaching involve recreating real-world scenarios in a controlled
environment, allowing teachers and students to practice and learn without the consequences of
real-world mistakes.

Here is some common simulation methods used in education:

1. Role Play:
 Description: Students act out roles in a given scenario, either as teachers, students, or other
relevant characters.
 Use: Effective for practicing interpersonal skills, conflict resolution, and empathy. It also
helps in developing communication, social, and leadership skills.
 Example: A student might role-play as a teacher explaining a concept, while others take on
the role of students with various learning needs or behaviors.

2. Case Studies:
 Description: Students are given detailed descriptions of real or hypothetical situations that
require problem-solving and decision-making.
 Use: Encourages critical thinking, analysis, and the application of theoretical knowledge
in practical situations.
 Example: A case study on classroom management strategies or a scenario involving ethical
dilemmas in teaching.

3. Mock Trials or Debates:

 Description: Students engage in a formalized argument or trial, either defending or
opposing a particular case.
 Use: Develops argumentation, public speaking, and critical analysis skills.
 Example: Students might debate a controversial educational policy or simulate a trial
involving a classroom incident.

4. Simulation Games:
 Description: Structured games or activities that simulate real-life scenarios in which
students can practice decision-making and problem-solving.
 Use: Encourages strategic thinking, teamwork, and resource management.
 Example: Using a classroom resource allocation game or a cooperative simulation game to
teach planning and prioritization in education.

5. Virtual Simulations:
 Description: Technology-based simulations that allow students to interact with a digital
environment that mimics real-world situations.
 Use: Provides immersive, risk-free environments for practicing skills, especially when
real-world practice is difficult or costly.
 Example: A virtual classroom simulation for student-teachers to practice lesson delivery,
behavior management, or interacting with virtual students.
6. Problem-Based Learning (PBL):
 Description: Students work together to solve a complex, real-world problem, often
requiring research, collaboration, and critical thinking.
 Use: Develops problem-solving, research, and teamwork skills.
 Example: A PBL scenario might involve designing a new curriculum for a specific group
of learners or developing a new school policy.

7. Simulated Teaching:
 Description: Teacher candidates practice delivering lessons in a controlled setting with
peers acting as students.
 Use: Provides hands-on experience in lesson delivery, classroom management, and
teaching techniques without the pressure of an actual classroom.
 Example: A student teacher practices delivering a lesson to a small group, with peers
offering feedback or playing the roles of challenging students.

8. Interactive Simulations (Computer-Based):

 Description: Students interact with computer-generated environments that simulate real-
world processes, scenarios, or systems.
 Use: Particularly useful for subjects like science, mathematics, economics, and
engineering.
 Example: Simulating scientific experiments or virtual economic systems where students
make decisions and observe outcomes.

9. Simulated Field Trips:

 Description: Virtual or role-play-based field trips that give students a taste of real-world
experiences they may not be able to access directly.
 Use: Enables students to explore concepts or locations that are otherwise difficult to visit.
 Example: A virtual tour of a historical site or a simulated visit to an ecological reserve.

10. Interactive Group Exercises:

 Description: Group-based activities that involve problem-solving, decision-making, or
creativity, simulating real-world collaboration.
 Use: Encourages teamwork, collaboration, and critical thinking in a group context.
 Example: A group simulation of planning a community event or addressing a school-wide
issue like bullying.
BENEFITS OF SIMULATION METHODS:

 Engages students: Interactive and hands-on approaches engage students more effectively
than traditional teaching methods.
 Promotes active learning: Students learn by doing, improving retention and understanding.
 Safe practice environment: Mistakes can be made without real-world consequences,
encouraging risk-taking and experimentation.
 Develops real-world skills: Simulations mimic real-life situations, preparing students for
challenges they may face in their careers or personal lives.

Simulation methods allow for a dynamic, interactive learning experience, helping students develop
both academic knowledge and practical skills.

PROCEDURES IN SIMULATED TEACHING:

Simulated teaching involves a structured process designed to replicate real classroom situations,
allowing prospective teachers to practice and refine their teaching skills. Here are the key
procedures in simulated teaching:

1. Preparation and Planning:

 Objective Setting: Establish clear objectives for the simulation. These should focus on specific
teaching skills, such as lesson delivery, classroom management, or student engagement.

 Lesson Plan Development: Prepare a detailed lesson plan, including the teaching method,
instructional materials, and activities to be used. Ensure the lesson plan aligns with the
simulation's goals.

 Role Assignment: Assign roles to participants (e.g., the student-teacher, learners, and
sometimes observers). In some cases, the students may role-play specific behaviors (e.g., a
disruptive student or a shy learner) to simulate real classroom challenges.

2. Briefing:
 Introduce the Scenario: Before the simulation begins, provide a detailed overview of the
scenario, including the teaching context, the subject to be taught, the learners' profiles (e.g.,
their age, needs, and learning levels), and the expected outcomes.

 Explain the Roles: Clarify the roles of all participants, including those acting as students and
observers. Ensure that everyone understands their responsibilities.

 Set Expectations: Establish expectations for behavior, participation, and feedback during the
simulation. Emphasize the importance of constructive criticism and respect.

3. Execution of the Simulation:

 Lesson Delivery: The student-teacher conducts the lesson as planned, engaging with the
learners (or the role-played students). The student-teacher should implement teaching
methods, manage the classroom, and use the prepared instructional materials and activities.

 Classroom Management: During the simulation, the student-teacher should practice classroom
management techniques, such as addressing disruptions, encouraging participation, and
ensuring smooth transitions between activities.

 Adaptation and Flexibility: If unexpected situations arise (e.g., student questions or

disruptions), the student-teacher should adapt their teaching strategy accordingly, just as they
would in a real classroom.

4. Observation:
 Peer Observation: Observers (other participants or mentors) watch the simulation and take
notes on key aspects, such as teaching effectiveness, communication skills, classroom
management, and student engagement.

 Self-Reflection: The student-teacher should also observe their own performance, reflecting on
what went well and what could be improved.

5. Feedback and Evaluation:

 Post-Simulation Discussion: After the lesson, hold a debriefing session where observers and
the student-teacher can discuss the simulation. Focus on both strengths and areas for
improvement.

 Constructive Criticism: Provide feedback on specific aspects of teaching, such as the clarity
of instructions, use of teaching aids, time management, and engagement with students.
Encourage peer feedback as well.

 Self-Assessment: The student-teacher should reflect on their own performance, identifying

areas for growth and strategies to improve.

6. Reflection and Refinement:

 Reflect on Learning: Encourage all participants to reflect on the experience, discussing how
the simulation helped them develop teaching skills and what they learned from it.

 Refine Teaching Strategies: Based on feedback and self-reflection, the student-teacher should
work on refining their lesson plans and teaching strategies for future simulations or real
classroom settings.

7. Repetition and Improvement:

 Repeat Simulations: Multiple simulations with different scenarios (e.g., varying class sizes,
student needs, or subjects) can help the student-teacher develop a well-rounded teaching
style.
  Continuous Feedback: Throughout repeated simulations, provide ongoing feedback and
gradually increase the complexity of the scenarios to challenge the student-teacher and help
them grow.

KEY POINTS FOR SUCCESS IN SIMULATED TEACHING:

 Clear Objectives: Having well-defined goals ensures that the simulation is focused and
purposeful.

 Realistic Scenarios: Simulations should mimic real classroom situations as closely as

possible, including dealing with diverse student behaviors and classroom challenges.

 Active Participation: The simulation should involve active participation from all members—
student-teachers, role-played students, and observers.

 Constructive Feedback: Feedback should be specific, actionable, and supportive, focusing

on areas of improvement and positive reinforcement.

 Self-Reflection: Encouraging self-reflection helps the student-teacher critically assess their

own performance and identify areas for growth.

Simulated teaching is a valuable tool in teacher training, helping future educators build confidence,
gain practical experience, and improve their teaching methods in a supportive, risk-free
environment.
ADVANTAGES OF SIMULATED TEACHING:
Simulated teaching offers numerous benefits for both teacher trainees and educators.

Here are the key advantages:

1. Practical Experience Without Real-World Risks:

 Safe Learning Environment: Simulated teaching allows student-teachers to practice lesson
delivery, classroom management, and other teaching skills in a risk-free setting. They can
make mistakes and learn from them without consequences for real students.

 Immediate Feedback: Trainees can receive instant feedback on their performance from
mentors, peers, or observers, allowing them to refine their skills before working in a real
classroom.

2. Enhances Classroom Management Skills:

 Managing Diverse Scenarios: Simulated teaching often includes role-played students with
various behaviors (e.g., disruptive or shy), giving the student-teacher the opportunity to
practice handling classroom challenges effectively.

 Stress Management: It helps future teachers practice remaining calm under pressure and
managing challenging situations, such as maintaining order, engaging students, or dealing
with disruptions.

3. Builds Confidence:
 Boosts Self-Esteem: By practicing in front of peers or mentors, student-teachers build
confidence in their teaching abilities. This can reduce anxiety and increase their preparedness
for real classroom teaching.

 Familiarization with Teaching Methods: Simulations give teachers a chance to try different
teaching methods and strategies, helping them develop a personal, effective teaching style.

4. Facilitates Active Learning:

 Hands-On Practice: Instead of merely learning about teaching methods, trainees actively
engage in the process, leading to a deeper understanding and retention of teaching techniques.

 Engagement and Reflection: Participants are encouraged to actively reflect on their actions,
which enhances their ability to assess and adjust their teaching strategies.

5. Develops Critical Thinking and Problem-Solving:

 Handling Unexpected Situations: Simulations often include scenarios that require on-the-spot
problem-solving, encouraging student-teachers to think critically and adapt quickly to
unexpected classroom situations.

 Decision-Making Skills: It helps teachers practice making decisions under pressure, such as
how to address a student's question, manage a classroom conflict, or modify a lesson plan.
6. Provides Exposure to a Variety of Classroom Scenarios:
 Diverse Situations: Simulated teaching exposes student-teachers to different classroom
scenarios, such as varying student needs, diverse learning styles, or complex classroom
dynamics, helping them prepare for a range of teaching environments.

 Realistic Practice: They can simulate teaching subjects, grade levels, and topics that they
might not have had the chance to experience directly in a real classroom.

7. Encourages Peer Learning and Collaboration:

 Shared Experiences: Simulated teaching often involves working with peers, which can lead to
collaborative learning. Trainees share feedback, tips, and strategies for improvement, helping
each other grow.

 Collaborative Reflection: Observing peers’ simulations and discussing what worked or didn’t
can provide valuable insights and alternative approaches to teaching.

8. Improves Communication Skills:

 Verbal and Non-Verbal Communication: Teachers practice effective verbal communication
(clear explanations, questioning techniques) and non-verbal communication (body language,
tone of voice), both of which are crucial for successful teaching.

 Engagement Strategies: Simulated teaching helps trainees practice engaging students through
effective questioning, prompting discussion, and motivating learners.

9. Allows for Personalized Instruction:

 Tailored Scenarios: Trainees can simulate teaching situations that align with their future
teaching assignments (e.g., special education, multilingual classrooms, or technology-
integrated lessons).

 Focused Skill Development: Simulations can be customized to target specific areas for
improvement, such as behavior management, lesson pacing, or assessment techniques.

10. Bridges Theory and Practice:

 Application of Theory: It provides a platform for applying theoretical knowledge of pedagogy,
lesson planning, and assessment strategies in a practical, hands-on way.

 Real-World Relevance: Simulated teaching helps close the gap between academic training and
real-world teaching demands, preparing trainees for the complexities of actual classroom
situations.

11. Enhances Reflective Practice:

 Self-Reflection: The process encourages student-teachers to reflect on their strengths and
areas for improvement. This ongoing reflective practice helps develop a growth mindset.
 Critical Evaluation: Trainees assess their own teaching strategies and make adjustments to
improve in future simulations or real-life teaching situations.

Simulated teaching offers a powerful tool for developing both the technical and interpersonal skills
necessary for effective teaching. It allows future educators to practice their skills, make mistakes
in a controlled environment, and refine their strategies before stepping into a real classroom. The
advantages—ranging from increased confidence to improved classroom management—make it an
essential part of teacher training.

DISADVANTAGES OF SIMULATED TEACHING:

While simulated teaching offers numerous benefits, there are also some disadvantages to consider.
Here are the key challenges and limitations of simulated teaching:

1. Lack of Real-World Experience:

 Limited Authenticity: Simulated teaching, no matter how realistic, cannot fully replicate
the dynamic nature of a real classroom, where unexpected situations, student behaviors,
and real-world pressures occur. This may limit the preparation of teachers for the
complexities of actual teaching.
 Emotional Detachment: Since the simulation is a controlled environment, participants may
not experience the emotional challenges of teaching, such as dealing with stress, emotional
reactions from students, or high-stakes situations.

2. Over-Simplification:
 Artificial Scenarios: Some simulations may oversimplify classroom dynamics, leaving out
complex situations that teachers will inevitably face in real classrooms, such as large class
sizes, disruptive behaviors, or diverse learning needs.
 Limited Scope: Certain key aspects of teaching, such as managing a real classroom for an
entire school year or handling parent-teacher interactions, cannot be fully simulated in brief
exercises.

3. Lack of Student Diversity:

 Homogeneous Student Roles: In simulated teaching, role-played students might be too
similar to one another or behave predictably, leading to a lack of diversity in learning needs
and behavior. This reduces the opportunity to practice managing a truly diverse classroom
with varied student backgrounds and abilities.
 Limited Range of Student Responses: Because role-played students are often coached or
briefed, their responses may lack the spontaneity or unpredictability that real students
might display, giving the student-teacher an unrealistic sense of classroom control.

4. Inadequate Feedback:
 Superficial Feedback: Feedback from peers or mentors during simulated teaching can
sometimes be generic or not specific enough, leaving the student-teacher with unclear
guidance on how to improve. If feedback is not constructive or detailed, it may not lead to
meaningful development.
  Bias in Peer Feedback: Peer feedback may also be influenced by personal opinions, lack
of experience, or unintentional biases, leading to less objective and helpful advice.

5. Lack of Time for Skill Development:

 Limited Practice Opportunities: Simulated teaching exercises often last only a short time,
which can limit the amount of practice a teacher-trainee gets. Teaching requires ongoing
refinement of skills, and a single simulation may not be enough to solidify the learned
techniques.
 Pressure to Perform: In some simulated teaching environments, the pressure to perform
well in front of peers or mentors may cause anxiety, which can interfere with a trainee’s
ability to fully engage with the simulation and learn from the experience.

6. Over-Reliance on Simulation:
 False Sense of Readiness: Over-relying on simulated teaching can lead to a false sense of
readiness, where trainees believe they are well-prepared for the classroom despite not
having had sufficient real-world experience. Simulated teaching cannot completely replace
actual classroom teaching, which is where true growth and learning occur.
 Neglecting Real-World Challenges: While simulations help prepare teachers in controlled
environments, they may cause trainees to underestimate or be unprepared for the
complexities and unpredictability of real classrooms, such as managing emotional distress,
administrative challenges, or managing external factors like family situations.

7. Limited Learning for Large Classrooms:

 Classroom Size Limitations: In simulated teaching, the number of "students" involved is
often smaller than in real-life classroom settings, which can lead to a lack of experience in
managing larger groups. Teachers in real classrooms may face challenges such as
maintaining attention or engagement from a large number of students, which may not be
effectively simulated.

8. Cost and Resources:

 Resource-Intensive: Setting up effective simulated teaching environments may require
significant time, effort, and resources, such as role-playing students, technology, or training
materials. This can be a challenge for schools or institutions with limited resources.
 Lack of Access: Not all teacher training programs have the necessary infrastructure or
technology to create high-quality simulations, which may limit the availability of this
method for all prospective educators.

9. Overemphasis on Formal Procedures:

 Rigid Framework: Simulated teaching often follows a specific framework or structure,
which might limit creativity and spontaneity in teaching. Real classrooms require
flexibility and adaptability, and excessive focus on formal simulation procedures may
constrain a trainee's ability to improvise and respond dynamically to students’ needs.

10. Potential for Misalignment with Real Teaching Conditions:

 Mismatch of Teaching Context: Simulations might focus on particular teaching methods or
specific types of learners that do not match the realities of the classroom a trainee will work
 in. This can create a gap between the expectations set by the simulation and the challenges
of real-world teaching, particularly in schools with differing resources, diverse populations,
or unique educational needs.

While simulated teaching is a valuable tool for developing teaching skills in a controlled
environment, it does have limitations. It cannot fully replicate the unpredictability, complexity, and
emotional challenges of a real classroom. To overcome these disadvantages, simulations should be
combined with actual classroom experience, ongoing reflection, and feedback from mentors and
peers to provide a well-rounded teacher preparation program.