Effect of Simulated Teaching on Prospective Teachers’ Communication Skills at Undergraduate Level

The present study aimed to examine the effect of simulated teaching on prospective teachers' communication skills at the undergraduate level. The present study adopted the A-B-A single-subject research design. The study population consisted of all prospective teachers from the Department of Education at the University of Lahore. The study sample was comprised of eighteen students from B. Ed. (Hons) elementary semester six. The experiment consisted of sixteen weeks, during which the researcher observed prospective teachers during practice teaching. The observation checklist was developed to check the prospective teachers' communication skills in the actual classroom setting. Inferential statistics was used to analyze the data. A one-way repeated measures ANOVA was used to determine the significant effect of simulated teaching during the experiment and withdrawal phase. The findings of the present study concluded that simulated teaching had a significant effect during the treatment and withdrawal phase. Prospective teachers enhanced their communication skills through simulation during practice teaching. The study recommended enhancing prospective teachers' communication skills by employing simulating teaching techniques at the undergraduate level.