Before the COVID-19 pandemic, providing high-quality practice learning experiences for preservice teachers was already taxing due to the heavy reliance on school practicum, which is often besieged with challenges. Given these challenges, there is a growing urgency to explore alternative avenues for offering practice learning experiences to preservice teachers in addition to school practicum. With this backdrop, a qualitative study was conducted, employing observation and interviews as data collection methods to explore the potential of mixed-reality simulation (MRS) to strengthen the practice learning experiences of preservice teachers. The core teaching practice of questioning was chosen to explore the affordances of MRS for improving preservice teachers’ understanding of and proficiency in utilizing questioning. This study found that MRS provides a low-risk learning environment that preservice teachers perceive as authentic. For these reasons, this environment is conducive to improvement, and it enables deliberate practice, which is vital for nurturing metacognition and adaptive expertise. The findings also highlight the importance of coaching for maximizing MRS advantages. The absence of coaching will most likely limit the affordances of MRS as an approximation of teaching practice. While our findings are promising, the resource-intensive nature of MRS implementation means that scalability requires further investigation.

The South African Journal of Childhood Education (SAJCE) is a peer-reviewed journal that provides a forum for the dissemination of research in childhood learning and development and the care and education of children from birth to 12 years. The journal is interdisciplinary in scope and seeks to stimulate the exchange of ideas in a variety of subjects, contexts, and issues in childhood education and child care.

Purpose: This study aimed to explore teacher educators’ experiences and learnings as coaches in a mixed-reality simulation intervention aimed at teaching adaptive practices in preservice teacher education.Design/methodology/approach: This interpretive study utilised elements of self-study research in combination with education action research. Data were collected through semi-structured peer interviews, group reflection and video-recorded coaching sessions with student teachers. The constant comparative method and thematic analysis were employed to analyse the data.Findings: The study’s findings indicate that coaching within a mixed-reality simulation intervention is crucial in developing student teachers’ adaptive practices. Additionally, it was found that coaching experiences within this intervention inform teacher educators’ assumptions and knowledge of student teachers’ learning processes.Originality/value: This study contributes to the emerging field of mixed-reality simulation interventions in teacher education by providing insights into the role of coaching in enhancing specific teaching skills. It addresses a gap in the existing literature by exploring coaching experiences within the context of mixed-reality simulations, offering valuable implications for teacher educators and curriculum development in preservice teacher education programmes.

Background: South Africa faces a critical challenge with reading literacy, particularly in the Foundation Phase of schooling, prompting government intervention. To address this, the government has introduced various skills development programmes and focused teaching materials aimed at improving reading literacy outcomes. Objectives: This study explored the experiences of Grade 3 teachers in Gauteng with the reading support programmes and materials provided by the Department of Basic Education (DBE). Method: A generic qualitative research design was employed. Data were collected through semi-structured interviews with 15 Grade 3 teachers, complemented by focus group interviews involving the same participants. The data were analysed using the constant comparative method. Results: The data analysis revealed that teachers have diverse levels of familiarity with, and use of the reading support programmes and materials provided by the DBE. This highlighted the need for more tailored and targeted support. Additionally, teachers’ use of these resources varied significantly, with differing impacts on learners’ reading literacy skills as perceived by the teachers. Conclusion: The study concludes that teachers’ differing perspectives and experiences with the DBE reading support programmes and materials influence both how these resources are used and their perceived effectiveness in improving literacy outcomes. Contribution: This study adds to the body of knowledge on teachers’ experiences with DBE reading support programmes and materials. It underscores the importance of incorporating teachers’ insights into the design of effective interventions, as they provide valuable perspectives on classroom realities and the practical impact of these initiatives.

Background: Preservice teacher education faces a persistent theory–practice divide, particularly in programmes where coursework and work-integrated learning are treated as separate components. Mixed reality simulation (MRS) offers a promising supplement to practice learning, providing preservice teachers with realistic, low-risk practice learning opportunities. Central to the success of MRS are simulation specialists, who control avatars to create authentic classroom interactions. Yet, little is known about their experiences in maintaining fidelity during simulations. Aim: This study explored simulation specialists’ experiences of maintaining fidelity in a mixed reality simulation intervention in preservice teacher education. Setting: The research was conducted in the Department of Childhood Education at a South African university within an ongoing MRS project. Methods: A qualitative, interpretive design was followed. Data were generated through semi-structured focus group interviews with 10 simulation specialists across three academic years (2023–2025). Inductive thematic analysis was used to analyse the data. Results: Four themes emerged: (1) conveying authentic emotions and complex classroom dynamics was constrained by simulation technology; (2) specialists sometimes prioritised supporting preservice teachers over fidelity; (3) cultural contextualisation enhanced fidelity but required significant preparation; and (4) confidence in role performance improved over time, strengthening fidelity. Conclusion: Maintaining fidelity in MRS requires balancing technical, pedagogical, and cultural factors while resisting the urge to guide preservice teachers. Training and ongoing support are essential for specialists to maintain fidelity in simulations. Contribution: The study provides novel insights into the under-researched role of simulation specialists in MRS, highlighting the skills, challenges, and cultural adaptations required to maintain fidelity in simulations.

Background: This study explores teacher educators’ experiences facilitating small-group practice and reflection sessions alongside cyclic lesson design in a final-year methods course. Aim: The study examines how teacher educators implement and experience these sessions to support pre-service teachers’ lesson design skills. Setting: The study was conducted within a fourth-year methodology course designed to deepen pre-service teachers’ understanding of lesson design, emphasising learning and the purposeful development of learners’ competencies for a fast-changing world. The small group practice and reflection sessions, combined with cyclic lesson design, are crucial components of the course. Methods: Data were collected through semi-structured interviews with six teacher educators during the 2023 academic year. A focus group interview was conducted towards the end of the course. The data were analysed using the constant comparative method, identifying key themes in teacher educators’ experiences. Results: Teacher educators adapted practice and reflection sessions to address student engagement challenges and to enhance pre-service teachers’ understanding of the lesson design approach. While constructive feedback on cyclic lesson design was vital, it was also time-intensive. The approach allowed teacher educators to observe gradual improvements in students’ lessons, though some students struggled to apply insights. Conclusion: Cyclic lesson design, combined with meaningful feedback and deliberate practice, promotes deeper, transferable learning. This approach supports pre-service teachers in developing the beginnings of adaptive expertise. Contribution: This study contributes to research on pre-service teacher preparation, emphasising cyclic lesson design and deliberate practice as essential for fostering adaptive expertise. It recommends adopting similar strategies in teacher education programmes.