Simulated Field Experiences and Culturally Relevant Pedagogy among Teacher Candidates

Technological advancements have created new opportunities for simulated field experiences in higher education. These simulated field experiences allow individuals to work through the dilemmas of their chosen professional field within a controlled environment. Undergraduate students may benefit from these new types of practical exposure before entering into their chosen careers. Higher education institutions need to be willing to test these new technologies to learn how they may complement existing modalities of practical instruction and address persistent challenges associated with traditional approaches. This presentation describes the results of a current study on teacher candidates (n=56) before and after a full semester program of Simschool simulated field experiences. The study tests participants' self-reported culturally relevant pedagogy (and subscales of diverse cultural value, explicitness, self-regulation support, ethic of care, literacy teaching, behavior support, and pedagogical expertise) via Wilcoxon signed-rank tests. The findings suggest promise in the effectiveness of simulated field experiences in fostering the development of teacher candidates' culturally relevant pedagogy, particularly in contexts where there is limited access to culturally diverse traditional field experiences. The broader application of simulated field experiences and their potential benefits to undergraduate students across disciplines are considered.