Class observations are a widely used form of professional development. They are also used for measuring teaching quality of both in-service and pre-service teachers. While they have demonstrated benefits when utilised as a form of professional development, if used for evaluative purposes, they can be overwhelming for teachers, students and observers alike. This study aims to explore whether observing simulated lessons is a valid alternative to traditional physical classroom observations. To do so, we analysed 20 recorded mathematics lessons taught using SimTeach, a virtual simulation platform. The observations employed the quality teaching model as a framework for measuring teaching quality. The analysis provided us with a measure of participants’ teaching quality and revealed no significant differences between the two forms of observation. Though simulated lessons have proven effective in assessing teaching quality, direct observation in a physical classroom remains essential for a comprehensive understanding of student learning. This is because student engagement in a simulated environment is not entirely authentic, as responses are provided by professional actors and class sizes limited to five. While these responses may resemble those of real students, they do not fully capture the genuine interactions, emotions and learning dynamics present in an actual classroom setting. Implications for practice or policy Live simulation experiences enhance teaching effectiveness and serve as a valuable tool for teachers' professional development. Simulated platforms present a promising alternative to traditional classroom observations for measuring teaching quality. Initial teacher educators should consider simulated lesson observations as an alternative to providing feedback to students on teaching practice.
Syed et al. (Wed,) studied this question.