Back to basics: Pre-service teachers' experiences of ‘SimulatEd’, a suite of low-technology simulated-scenarios to promote preparedness for professional practice

International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simulated-scenarios, as a strategy for better-preparing those entering the profession. Findings indicate PSTs' participation in ‘SimulatEd’ improved confidence and preparedness, facilitated application of theoretical knowledge into practice, and increased engagement. Conclusions advocate wider adoption of low-technology forms of SBL, and offer considerations for further development. • There is little prior exploration of low-technology forms of simulation in teacher education. • Low-technology simulation led to improved confidence and preparedness in pre-service teachers. • Low-technology simulation facilitated transfer and application of knowledge in ‘real’ contexts. • Low-technology simulation led to increased learner engagement and participation.