Simulační výuka jako aproximace pedagogické praxe: systematický mapující přehled výzkumu rozvoje profesních kompetencí učitelů

Despite the increasing integration of simulation-based instruction in preservice teacher education, the relationship between specific types of simulations and the development of professional competencies remains insufficiently examined and lacks systematic synthesis. This study aims to identify which domains of professional competence are developed through simulation-based approaches, which forms of simulation are employed in empirical research, and which instructional and contextual factors influence their effectiveness. The study is designed as a systematic scoping review. Following the application of predefined inclusion criteria, 31 empirical studies published between 2011 and 2026 were selected for indepth analysis. The results indicate that simulation-based instruction supports a broad range of professional competencies among teacher education students, particularly within three areas: didactic transformation of subject content; interactional, communication and social competencies; and self-reflection and professional identity, while the development encompasses both content-related and process-oriented dimensions. The effectiveness of simulations is consistently associated with the degree of authenticity, structured practice opportunities, facilitated reflection, and multidimensional feedback.