Mixed-Reality Simulation for Teacher Preparation
Dr. Shanna Hirsch
About Dr. Hirsch
Dr. Shanna Hirsch is an Associate Professor of Special Education in the College of Education at Clemson University. She is also the Special Education PhD Program Coordinator and Director of the Behavior Alliance of South Carolina.
Her scholarship is represented by two main lines of research related to special education with a focus on emotional behavioral disorders (EBD): (a) identifying effective instructional methods for preservice and in-service teachers’ classroom management and functional-assessment based interventions, and (b) creating effective and sustainable university-district research-practice partnerships. Across these lines, she draws on theories rooted in applied behavior analysis, practice-based professional development, community engagement, and multimedia design theory.
The problem highlighted in this brief
Special education teachers often encounter challenges when entering the classroom, particularly regarding classroom management, collaboration, and running Individualized Education Program (IEP) meetings. While teacher preparation programs emphasize instructional delivery, they often lack structured opportunities for candidates to practice essential soft skills such as leading IEP meetings and collaborating with families and colleagues (Ward et al., 2018). Dr. Hirsch and her colleagues address this gap by integrating Mixed Reality Simulation (MRS) into teacher preparation to provide pre-service teachers with structured, low-risk opportunities to practice these critical skills before entering real classrooms.
Why does this topic matter to teacher preparation?
Special educators must be ready to manage their classrooms effectively. Candidates require chances to practice instructional methods and gain feedback (Peeples et al., 2019). Mixed reality simulation (MRS) provides an innovative and controlled environment for teacher candidates to practice, receive feedback, and improve their confidence and competence (Walters et al., 2021). By simulating complex tasks, such as leading an IEP meeting, MRS helps bridge the gap between theory and practice, preparing teachers to better support students with disabilities.
About This Brief
This brief provides valuable insights into how mixed reality simulation (MRS) can be used to enhance teacher preparation programs. Readers will gain an understanding of the critical role MRS plays in improving soft skills essential for special education teachers, such as collaboration and communication. Dr. Hirsch and her colleagues at Clemson University have been at the forefront of integrating MRS into teacher preparation, offering practical strategies for its implementation. Their work also provides important recommendations for institutions starting to explore MRS. It highlights key areas for future research, particularly regarding skills transfer and effective use of simulation in teacher education. In this brief, Dr. Hirsch’s discussion emphasizes how MRS can strengthen teacher confidence, improve preparation, and ultimately benefit students with disabilities.
Research and Practice Context
Mixed Reality Simulation (MRS) in Teacher Preparation
Clemson University's special education program has strategically embedded mixed reality simulations into select courses, focusing on collaborative practices such as IEP meetings, communication, and data sharing. These simulations allow candidates to break down complex processes into manageable steps and practice them iteratively before assembling them into full-scale professional tasks. The MRS approach supports pre-service teachers in developing both instructional and collaborative competencies, which are critical in special education settings.
The following are key insights shared by Dr. Shanna Hirsch on this research. The interview focused on six questions about MRS in teacher preparation and recommendations for teacher educators to incorporate these ideas.
Conversation with Dr. Hirsch
Q1: What issues are you trying to address through your research and work with mixed reality simulation (MRS)?
Dr. Hirsch and her colleagues at Clemson University aim to prepare teacher candidates to deliver high-quality instruction and foster effective collaboration with general education teachers, parents, and other school professionals. To address this, their program uses mixed reality simulation to help candidates practice essential collaborative skills, focusing on running effective IEP meetings. Through these simulations, candidates are given opportunities to develop the communication and teamwork skills necessary for creating supportive learning environments (Dalinger et al., 2020).
Dr. Hirsch: “What we are trying to do at Clemson is to really make sure that we are preparing candidates to be able to hit the ground running in the classroom, but also supporting really building a collaborative work environment as well.”
Q2: How will Mixed-Reality Simulation address those issues? Especially, how will it support students with disabilities and special education teachers?
Mixed reality simulation helps teacher candidates by providing them with practical and structured opportunities to practice complex tasks, such as leading IEP meetings, in a manageable way. By breaking down the process into smaller steps, candidates can gradually build their skills and confidence. Ultimately, this approach supports special education teachers and students with disabilities by ensuring that future teachers are better prepared to lead collaborative, effective IEP meetings that directly impact students' educational experiences.
Dr. Hirsch: “Giving our candidates opportunities to take a really complex skill like developing a collaborative IEP meeting and running that IEP meeting and breaking it into small chunks to make it manageable, and then put it all back together. ”
Q3: How would you integrate Mixed Reality Simulation into a teacher preparation program?
Integrating mixed reality simulation (MRS) into teacher preparation programs must be intentional and balanced. Rather than embedding MRS into every course, faculty should carefully select courses where practical, hands-on learning is most beneficial. Dr. Hirsch also highlights the importance of avoiding overuse and underuse of MRS to maintain its novelty and effectiveness. Clemson University typically offers one simulation opportunity per semester in targeted courses, allowing candidates to receive meaningful feedback and gradually build essential teaching and collaboration skills before entering real classrooms.
Dr. Hirsch: “You don't want it too little, you don't want it too much. You want it just right and so trying to find a nice balance on how often to provide opportunities to practice in mixed reality simulation so that it is meaningful and that it is still novel and we're not overusing it.”
Q4: What would you recommend for a teacher preparation program (including faculty members) that is just starting with mixed reality simulation?
Dr. Hirsch recommends that teacher preparation programs new to mixed reality simulation (MRS) should begin by collaborating with colleagues who have experience implementing it. Observing and learning from those actively using MRS can provide valuable insights and practical strategies for successful integration. Additionally, securing funding is crucial, as it allows programs to implement simulations without placing extra financial burdens on students. Dr. Hirsch shares that Clemson was able to fund their simulator, ensuring that students could benefit from the experience at no additional cost. These two steps — collaboration and funding — are key to effectively starting with MRS.
Dr. Hirsch: “My two recommendations would be to connect with a colleague who's already doing mixed reality simulation, go observe it, be a part of it, and then also find some funding.”
Q5: Where do you think the research regarding Mixed Reality Simulation for teacher preparation is headed?
Dr. Hirsch highlights that future research on mixed reality simulation (MRS) should focus on two key areas: the transfer of skills and the dosage of simulation. She points out that while MRS is effective for practicing teaching skills, more research is needed to understand how well these skills generalize to real classroom settings. Additionally, determining the optimal number of simulation sessions and the appropriate length and structure of these experiences are critical unanswered questions. Addressing these gaps will help refine MRS practices and maximize their impact on teacher preparation.
Dr. Hirsch: “The biggest issue that I think folks can spend some time working on is the transfer of skills from mixed reality simulation into the classroom... but then also the generalization piece, I think that we need more work around that.”
Q6: Beyond just mixed reality simulation, what else should teacher preparation programs consider as they evolve?
Dr. Hirsch emphasizes that beyond implementing mixed reality simulation (MRS), teacher preparation programs should continuously engage with their local education communities, including district leaders and human resource coordinators. Feedback from these stakeholders can help programs identify critical soft skills that must be strengthened in teacher candidates, such as collaboration, communication, and running IEP meetings. By aligning simulations and training activities with the actual needs of the field, programs can better prepare teachers to enter classrooms with the confidence and practical skills necessary to support students effectively.
If you want to learn more about mixed reality simulation (MRS) for teacher preparation with details and examples, please read the publication.
Resources and References
Dalinger, T., Thomas, K. B., Stansberry, S., & Xiu, Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers. Computers & Education, 144, Article 103696. https://doi.org/10.1016/j.compedu.2019.103696
Kelley, M. H., Qualls, L. W., Scott, S. N., & Hirsch, S. E. (2024). Mixed-reality simulation to prepare preservice teachers to use culturally responsive teaching strategies: A pilot study. Journal of Special Education Technology, 40(1), 65–78. https://doi.org/10.1177/01626434241262238 (Original work published 2025)
Peeples, K., Hirsch, S. E., Gardner, S. J., Kelley, R. G., Sherrow, B. L., McKenzie, J. M., Randall, K., & Kennedy, M. J. (2019). Using multimedia instruction and performance feedback to improve pre-service teachers’ vocabulary instruction. Teacher Education and Special Education, 42(3), 227–245. https://doi.org/10.1177/0888406418801913
Walters, S. M., Hirsch, S. E., McKown, G., Carlson, A., & Allen, A. A. (2021). Mixed-reality simulation with preservice teacher candidates: A conceptual replication. Teacher Education and Special Education, 44(4), 340–355.
Ward, P., Chen, Y. J., Higginson, K., & Xie, X. (2018). Teaching rehearsals and repeated teaching: Practice-based physical education teacher education pedagogies. Journal of Physical Education, Recreation & Dance, 89(6), 20–25.
Suggested Citation
Kim, T., Hirsch, S., & the CIDDL Team. (2025). Mixed-reality simulation for teacher preparation. Center for Innovation, Design, and Digital Learning.
This work is licensed under a Creative Commons Attribution 4.0 International License.