ORBIS SCHOLAE

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.

1. Aagaard, T., Bueie, A., & Frøytlog, J. I. J. (2025). Exploring simulated practice in teacher education: Opportunities to professionalize the teacher role. Education Sciences, 15(2), 182. CrossRef

2. Ade-Ojo, G. O., Markowski, M., Essex, R., Stiell, M., & Jameson, J. (2022). A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training. Journal of Computer Assisted Learning, 38(3), 861-874. CrossRef

3. Angelini, M. J., & Álvarez, N. (2024). Towards metacognitive development through simulation in teacher education. International Journal on Studies in Education, 6(1), 27-50. CrossRef

4. Aris, M., Ludecke, M., & Crawford, R. (2025). Exploring the use of theatre methods within simulation-based teacher education: A scoping review. Teachers and Teaching, 31, 1-25. CrossRef

5. Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. CrossRef

6. Aziz, Z., Mazeh, A. C., Ilic, D., Ciardulli, M., El Hadi, S. N., Camuccio, A., Moore, J., & Kiegaldie, D. (2026). Leveraging AI simulations for enhancing cultural responsiveness and interprofessional collaboration in health professions education. Nurse Education in Practice, 91, Article 104711. CrossRef

7. Azukas, M. E., & Gibson, D. (2025). Teacher talk: SimSchool implementation in teacher education. Technology, Knowledge and Learning, 30, 1943-1958. CrossRef

8. Badiee, F., & Kaufman, D. (2015). Design evaluation of a simulation for teacher education. SAGE Open, 5(2). CrossRef

9. Baumert, J., & Kunter, M. (2006). Stichwort: professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469-520. CrossRef

10. Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3-13. CrossRef

11. Buzdugan, O. A., Mulyk, K., Irkhina, J., Pakhomova, T. I., & Holtseva, M. (2026). Digital learning tools in the development of foreign language skills among students in higher education. Journal of Education and Training Studies, 14(1), 144-152. CrossRef

12. Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field. Journal of Teacher Education, 66(1), 7-20. CrossRef

13. Dalinger, T., Thomas, K. B., Stansberry, S., & Xiu, Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers. Computers & Education, 144, 103696. CrossRef

14. De Jong, T., Lane, J., & Sharp, S. (2012). The efficacy of simulation as a pedagogy in facilitating preservice teachers' learning about emotional self-regulation and its relevance to the teaching profession. Australian Journal of Teacher Education, 37(3). CrossRef

15. Dieckmann, P. (Ed.). (2009). Using simulations for education, training and research. Pabst Science Publishers.

16. Dieker, L. A., Rodriguez, J. A., Lignugaris/Kraft, B., Hynes, M. C., & Hughes, C. E. (2014). The potential of simulated environments in teacher education: Current and future possibilities: Teacher Education and Special Education, 37(1), 21-33. CrossRef

17. Dieker, L., Hughes, C., & Hynes, M. (2023). The past, the present, and the future of the evolution of mixed reality in teacher education. Education Sciences, 13(11), Article 1070. CrossRef

18. Dittrich, L., Aagaard, T., & Wiig, A. C. (2025). Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education. Learning, Culture and Social Interaction, 51, Article 100889. CrossRef

19. Dotger, B. H., Harris, S., & Hansel, A. (2011). Emerging authenticity: A conceptual framework for simulation-based teacher education. Teaching Education, 22(2), 161-175.

20. Driver, M. K., Zimmer, K. E., Khan, O., Sadler, J. V., & Draper, E. (2024). Preparing general education teachers for inclusive settings: Integrating high-leverage practices and mixed-reality simulation in pre-service coursework. Teacher Education and Special Education, 14(4), 428. CrossRef

21. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106. CrossRef

22. Fiedler, D., Schönle, D., Reich, Ch., & Harms, U. (2026). Supporting pre-service teachers' diagnostic skills: Analysing judgement accuracy and chatbot impact in a biology classroom simulation. Journal of Computer Assisted Learning, 42(1), Article 70161. CrossRef

23. Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College, Columbia University.

24. Gaba, D. M. (2004). The future vision of simulation in healthcare. Quality and Safety in Health Care, 13(suppl 1), 2-10. CrossRef

25. Green, J. G., Huang, Y. W., Oblath, R., Allen-Barrett, A., Carroll, M., Holt, M. K., Corriveau, K. H., & Albright, G. (2025). Future teachers' confidence and preparedness to support student mental health: The effectiveness of a virtual role-play simulation training. Teaching and Teacher Education, 63, 809-823. CrossRef

26. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. CrossRef

27. Han, X., Luo, H., Wang, Z., & Zhang, D. (2025). Using virtual reality for teacher education: A systematic review and metaanalysis of literature from 2014 to 2024. Frontiers in Virtual Reality, 6, Article 1620905. CrossRef

28. He, F., & Jen, T. H. (2025). Analyzing the effectiveness of teaching methods and strategies in developing teacher competence in vocational education. Journal of Pedagogical Research, 9(3), 156-170. CrossRef

29. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. CrossRef

30. Hong, S., Eom, T., & Moon, J. (2025). Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review. Educational Research Review, 49, Article 100743. CrossRef

31. Huang, Y. Z., Richter, E., Kleickmann, T., & Richter, D. (2023). Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management: Results of a pre-registered experiment. British Journal of Educational Technology, 54(2), 467-488. CrossRef

32. Chen, S. H., Lin, B. B., Wang, X. Y., Xu, G. R., & Song J. H. (2025). Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research. Nurse Education Today, 152, Article 106754. CrossRef

33. Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499-541. CrossRef

34. Janík, T., Minaříková, E., Haláková, Z., Kostková, K., Kubiatko, M., Píšová, M., Slavík, J., Stehlíková, N., Šmerdová, D., Švecová, Z., Vaculová, I., & Valkounová, E. (2011). Video v učitelském vzdělávání: teoretická východiska-výzkum-aplikace. Paido.

35. Janík, T., Slavík, J., Mužík, V., Trna, J. Janko, T. Lokajíčková, V., Lukavský, J. Minaříková, E., Sliacký, J., Šalamounová, Z., Šebestová, S., Vondrová, N., & Zlatníček, P. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Masarykova univerzita.

36. Janík, T., Minaříková, E., & Gröschner, A. (2015). Striving for change: Video-based teacher education programmes and related research. Orbis Scholae, 9(2), 5-7. CrossRef

37. Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1-19. CrossRef

38. Kasperski, R., Levin, O., & Hemi, M. E. (2025). Systematic literature review of simulationbased learning for developing teacher SEL. Education Sciences, 15(2), Article 129. CrossRef

39. Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations. Simulation & Gaming, 47(2), 197-219.

40. Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher education to support work on complex practice. Journal of Teacher Education, 67(1), 18-31. CrossRef

41. Kelleci, A., Ö., Aksoy, N. C., Kulaksız, T., Kaplan, H. A., Durmaz, B. N., Özcan, M., & Kalkavan, B. (2024). A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers' teaching skills: A phenomenological approach. Education and Information Technologies, 29, 20691-20713. CrossRef

42. Ki, S., Park, S., & Ryu, J. (2025). The effects of classroom management efficacy on interest development in guided role-playing simulations for sustainable pre-service teacher training. Teaching and Teacher Education, 17(14), Article 6257. CrossRef

43. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

44. Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. CrossRef

45. Krug, M., Thomas, L. J., & Huwer, J. (2023). Augmented reality in the science classroom - implementing pre-service teacher training in the competency area of simulation and modeling according to the DiKoLAN framework. Education Sciences, 13(10), Article 1016. CrossRef

46. Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2021). Exploring the impact of pre-service science teachers' reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035-3057. CrossRef

47. LeBlanc, V. R., & Posner, G. D. (2022). Emotions in simulation-based education: Friends or foes of learning? Advances in Simulation, 7(1), Article 3. CrossRef

48. Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: advancing the methodology. Implementation Science, 5, Article 69. CrossRef

49. Levin, O. (2025). 'Do not harm': dealing with teaching-related challenges through the technology of simulation-based learning. Technology, Pedagogy and Education, 35(3), 469-489. CrossRef

50. Lew, S., Gul, T., & Pecore, J. L. (2021). ESOL pre-service teachers' culturally and linguistically responsive teaching in mixed-reality simulations. Teaching and Teacher Education, 105, Article 103408. CrossRef

51. Li, M., Pan, C., Zhang, W., Ling, J., Sun, J., Liu, X., & Zhu, J. (2025). Enhancing pre-service teachers training with AI-simulated students: providing realistic classroom experiences without impacting real learners. Interactive Learning Environments. Advance online publication. CrossRef

52. Limatahu, I., Sutoyo, S., Wasis, Prahani, B. K., & Alfin, J. (2018). Improving science process skills learning ability of physics teacher candidates through the implementation of CCDSR learning model. Journal of Physics: Conference Series, 997, Article 012032. CrossRef

53. Lin, Y. C. (2025). A comparison of virtual classroom simulation and traditional role-play in two mathematics teaching methods courses. International Journal of Science and Mathematics Education, 23, 1599-1627. CrossRef

54. Lindberg, S. (2025). Using virtual simulations with avatars to train pre-service special needs teachers' relational competence: Possibilities and limitations. Cogent Education, 12(1). CrossRef

55. Ling, R. R., Milas, A., Wang, J. K., Ramanathan, K., Alinier, G., Johnston, L. C., Antonini, M.V., Lai, P. C. K., Moore, E. A., Diaz, R., Mateo-Sidron, J. A. R., Badulak, J., Ogino, M. T., Shekar, K., & Zakhary, B. (2026). Simulation-based education for extracorporeal membrane oxygenation and strategies for implementation: A systematic scoping review. Simulation in Healthcare, 21(1), 57-74. CrossRef

56. Luke, S. E., Ford, D., Vaughn, M., & FulchiniScruggs, A. (2021). Using mixed reality simulation and roleplay to develop preservice teachers' metacognitive awareness. Journal of Technology and Teacher Education, 29(3), 389-413. CrossRef

57. Magen-Nagar, N., & Steinberger, P. (2022). Developing teachers' professional identity through conflict simulations. Teaching and Teacher Education, 116, 103752. CrossRef

58. Mareš, J. (2013). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 23(4), 427-454. CrossRef

59. McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective aktivity. Journal of Teacher Education, 64(5), 378-386. CrossRef

60. McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers' behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 47(2), 274-286. CrossRef

61. Ministerstvo školství, mládeže a tělovýchovy ČR. (2023). Kompetenční rámec absolventa a absolventky učitelství: společné profesní kompetence. https://msmt.gov.cz/uploads/kompetencni_ramec_absolventa_2023_10.pdf

62. Molías, L. M., Ranilla, J. C., & Cervera, M. G. (2017). Pre-service physical education teachers' self-management ability: A training experience in 3D simulation environments. Computers & Education, 112, 65-77.

63. Morris, C. T., Perryman, T., & Shahinuzzaman, M. (2025). Understanding mixed reality simulation as a training environment for behavior and special education knowledge and skill acquisition. Journal of Special Education Technology, 40(3), 344-355. CrossRef

64. Mouw, J. M., Fokkens-Bruinsma, M., & Snippe, A. (2025). Assessing complex skills in a virtual reality context: Capturing the development of pre-service teachers' classroom management strategies. Education Sciences, 15(1), Article 2. CrossRef

65. Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methology, 18(1), Article 143. CrossRef

66. Nel, C., & Marais, E. (2023). Pre-service teachers' perceptions on eliciting learners' knowledge in a mixed-reality simulation environment. Teaching and Teacher Education, 123, Article 103975. CrossRef

67. Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research. Springer VS. CrossRef

68. Nezvalová, D. (2002). Reflexe a pregraduální didaktická příprava učitele. E-pedagogium, 2(2), 69-82. https://www.epedagogium.upol.cz/artkey/epd-200202-0008_reflexe-a-pregradualni-didakticka-priprava-ucitele.php

69. Nichol, D., Mulholland, K., Counihan, C., Meller, S., Anderson, A., Luke, C., & Gray, W. (2025). Back to basics: Pre-service teachers' experiences of 'SimulatEd', a suite of low-technology simulated-scenarios to promote preparedness for professional practice. Teaching and Teacher Education, 164, Article 5089. CrossRef

70. Nickl, M., Huber, S. A., Sommerhoff, D., Codreanu, E., Ufer, S., & Seidel, T. (2022). Videobased simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance. International Journal of Educational Technology in Higher Education, 19, Article 45. CrossRef

71. Olawale, B. E. (2024). Collaborative virtual environments (CVEs) in the preparation of pre-service mathematics teachers. Journal of Learning and Teaching in Digital Age, 9(2), 55-63. CrossRef

72. Opoku, E., Sang, G., & Liao, W. (2020). Examining teacher preparation and on-the-job experience: The gap of theory and practice. International Journal of Research Studies in Education, 9(4), 75-85. CrossRef

73. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, Article 71. CrossRef

74. Perinpasingam, T. S., Yen, T. S., Naidu, C. S., Naidu, A., & Fadzil, F. (2024). An evaluation of virtual role-playing activities using ENGAGEVR among pre-service teachers at a private higher learning institution in Malaysia. SEARCH Journal of Media and Communication Research, 16(3), 2024, 97-110.

75. Phillips, H. N., & Condy, J. (2023). Pedagogical dilemma in teacher education: Bridging the theory practice gap. South African Journal of Higher Education, 37(2), 201-217. CrossRef

76. Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.

77. Pitura, J., Kaplan-Rakowski, R., & Asotska-Wierzba, Y. (2025). The VR-AI-assisted simulation for content knowledge application in pre-service efl teacher training. Tech Trends, 69(24), 100-110. CrossRef

78. Ribaeus, K., Enochsson, A. B., & Löfdahl Hultman, A. (2022). Student teachers' professional development: early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education, 43(1), 2-16. CrossRef

79. Risan, M., & Shavard, G. (2025). A systematic scoping review of empirical research on assessment practices in initial teacher education. International Journal of Educational Research, 133, Article 102753. CrossRef

80. Šeďová, K. (2016). Reflexe jako nástroj změny komunikačního chování učitele: případová studie. Pedagogika, 66(4), 477-494. CrossRef

81. Shikuku, D. N., Bar-Zeev, S., Ladur, A. N., Allott, H., Mwaura, C., Nadikove, P., Uyara, A., Tallam, E., Ndirangu, E., Waweru, L., Nyaga, L., Bashir, I., Bedwell, C., & Ameh, C. (2024). Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study. BMC Medical Education, 24(1), Article 950. CrossRef

82. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. CrossRef

83. Schutz, K. M., Grossman, P., & Shaughnessy, M. (2018). Approximations of practice in teacher education. In P. Grossman (Ed.), Teaching core practices in teacher education (s. 57-83). Harvard Education Press.

84. Slavík, J., Janík, T., Najvar, P., & Píšová, M. (2012). Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al. Pedagogická orientace, 22(3), 367-386. CrossRef

85. Slavík, J., Stará, J., Uličná, K., Najvar, P., Bártová, K., Brychová, A., Fapšo, M., Havlůjová, H., Chválová, M., Jáč, M., Janík, T., Jirotková, D., Kácovský, P., Klinka, T., Klumparová, Š., Konečná, P., Koubek, P., Kričfaluši, D., Lukavský, J., … Vondrová, N. (2017). Didaktické kazuistiky v oborech školního vzdělávání. Masarykova univerzita. CrossRef

86. Sonmez, D., & Hakverdi-Can, M. (2012). Videos as an instructional tool in pre-service science teacher education. Eurasian Journal of Educational Research, 46, 141-158. https://www.learntechlib.org/p/159878

87. Spilková, V. (2007). Učitelská profese v měnících se požadavcích na vzdělávání. Pedagogika, 57, 338-348. https://pages.pedf.cuni.cz/pedagogika/?p=1266%20title=

88. Spilková, V. (2016). Přístupy české vzdělávací politiky po roce 1989: Deprofesionalizace učitelství a učitelského vzdělávání. Pedagogika, 66(4), 368-385. CrossRef

89. Sungur, G. K., & Saylan, K. A. (2023). Algodoo based STEM education: A case study of pre-service science teachers. Education and Information Technologies, 28, 4203-4220. CrossRef

90. Susantini, E., Faizah, U., Prastiwi, M. S., & Suryanti, S. (2016). Developing educational video to improve the use of scientific approach in cooperative learning. Journal of Baltic Science Education, 15(6), 725-738. CrossRef

91. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. CrossRef

92. Tegero, M. C. & Mabini, J. P. (2025). AI chatbot simulations in teacher training: core teaching competencies developed through virtual practice. Journal of Teaching and Learning, 19(4), 216-232. CrossRef

93. Tomková, A., & Spilková, V. (2019). Profesionalizace vzdělávání učitelů pro primární školu. Orbis Scholae, 13(1), 9-29. CrossRef

94. Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Lewin, S., Godfrey, C. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. CrossRef

95. Tsankov, N. (2021). Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning. Perspektivy nauki i obrazovania - Perspectives of Science and Education, 53(5), 238-246. CrossRef

96. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

97. Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (s. 45-65). Hogrefe & Huber.

98. Youchu, H. (2016). A qualitative study on the development of pre-service teachers' mathematical knowledge for teaching in a history-based course. Journal of Mathematics Teacher Education, 19(4), 353-379.