Teacher practice
Which future teachers struggle in classroom simulations?
Open access · cc by · source: Europe PMC
In video-based teaching simulations, three learner profiles emerged; knowledgeable pre-service teachers navigated tasks more successfully than struggling peers.
Study at a glance
- Design
- Cross-sectional — Latent profile analysis of pre-service teachers in a video-based assessment simulation
- N
- N=150 · 150 pre-service teachers from seven German teacher-education programs
- Population
- German pre-service teachers completing a video-based teaching simulation
- Outcome
- Learner profiles (knowledgeable/motivated/struggling) and simulation assessment performance
Structured fields used in claim comparison tables when every cited study has a complete layer.
Key findings
Three profiles appeared: knowledgeable, motivated, and potentially struggling. Profiles differed in situative learning experiences and process indicators of assessment skill, with knowledgeable learners generally ranking higher on several process measures. Results underscore that simulations are not one-size-fits-all.
Methodology
Researchers invited 150 pre-service teachers from seven German teacher-education programs to complete questionnaires and a video-based simulation of on-the-fly student assessment. Latent profile analysis grouped learners by cognitive and motivational-affective characteristics, then compared simulation experiences and assessment performance.
Limitations
Participation was voluntary and remunerated within courses, not a randomized curriculum experiment. Profiles describe associations within one simulation design and may not prescribe interventions yet.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Teacher and instructional practices around digital tools, training, and classroom enactment shape how technology-supported learning unfolds for students.
Evidence for the claim as stated.
Empirical studies of teacher practice measure strategies, perceptions, and classroom negotiation rather than assuming adoption equals instructional change.
Evidence for the claim as stated.
One hundred fifty pre-service teachers from seven German programmes completed questionnaires plus a video-based classroom-assessment simulation. Latent profiles split 61 knowledgeable, 37 motivated and 52 potentially struggling learners; profiles differed in situative experiences and assessment-process indicators, with knowledgeable learners generally higher on several process measures. Participation was voluntary and remunerated, not a randomised curriculum experiment.
Evidence for the claim as stated.
Scale and population disagree even when the item type is Likert. Germany models >18,000 national emergency-remote ratings; Saudi satisfaction uses 1,226 students (median 69); emergency-remote challenge catalogues use 138 students (132 with multiple challenges); simulation profiles use 150 volunteers. A nationwide coefficient is not a replication of a 138-person experience survey.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
Scale and population disagree even when the item type is Likert. Germany models >18,000 national emergency-remote ratings; Saudi satisfaction uses 1,226 students (median 69); emergency-remote challenge catalogues use 138 students (132 with multiple challenges); simulation profiles use 150 volunteers. A nationwide coefficient is not a replication of a 138-person experience survey.
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Same topic cluster — not a recommendation engine.