Exploring simulation-based learning in teacher professional development

Simulation-based learning (SBL) has become increasingly common in teacher professional development (TPD). However, few studies have explored the relationship between SBL and demographic variables, such as participants’ gender, role and delivery medium (face-to-face or online). This study investigated teachers’ perceptions of SBL and factors that might promote or hinder it. A total of 749 teachers attended simulation workshops and completed an attitude questionnaire investigating Contextual, Active, Social and Reflective (CASR) learning. Fifteen semi-structured interviews were conducted. Findings showed that SBL supported CASR learning, with a strong positive correlation between the four dimensions. Female and middle leadership teachers reported higher learning outcomes than others. While face-to-face simulations yielded higher levels of Contextual and Active Learning, online simulations supported greater Social Learning. Teachers explained that face-to-face workshops offered opportunities for live interaction and nonverbal communication, while online workshops were practical and accessible. This study could help develop more culturally sensitive TPD.