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This paper reports on the design of an on-line simu lation that enhanced pre- service teacher practicum experience in the importa nt area of literacy teaching. Research with more than 200 users of the simulation showed that it developed pre-service teacher understanding of comp lex classroom situations associated with the teaching of literacy by giving them the opportunity to slow down or accelerate classroom events, revisit and re flect on critical decision points and replay events in the light of new unders tandings. This gave pre- service teachers time to think critically about com plex teaching situations which relied on the teacher's ability to tune into children's experiences, engage with them in dialogue and negotiation as wel l as utilise a range of indirect instructions such as questioning, modellin g and prompting. Pre- service teachers reported that their experience wit h the simulation enabled them to more fully appreciate the impact of subtle changes that experienced teachers made during lessons.

Incorporating real experience into the development of a classroom –based simulation