Mixed Methods Examination of Behaviour Change from Learning Supports Based on a Model of Helping in Equity Focused Simulation Based Teacher Education

Equitable teaching practice is attracting growing attention in teacher education because there is increased awareness for the need to support the variability of students. This study aims to examine the use of digital clinical simulation-based learning and the role of support to influence equitable teaching practice. Using a mixed-methods design, data were collected with a simulation culminating in whether the teacher would give a quiz to a simulated student and provide reasoning. After making the decision, participants were given a second chance to revise their response with the addition of a support based on a theoretical model of helping to influence attending to the student's wellbeing. While the sample size of 11 participants is too small for inferential statistical testing, the mixed-methods showed fascinating trends that merit follow-up studies. Initially, none of the participants mentioned physical wellbeing in their response, but the support encouraged 3 participants to address the student's physical wellbeing. These results contribute nuanced evidence and guidance toward dynamic support for equity focused simulation-based learning.