Abstract
Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as such, casts doubt on the sustainability of next generation simulation platforms. As a case example, we present findings from a systematic review of the literature on the benefits and limitations of Second Life as one of the most widely adopted simulation platforms used in ITE. We reveal salient issues from the literature on Second Life in teacher education that may provide key insight into the sustainability of future simulation platforms in ITE. Grossman's (2009) Pedagogies of practice are used to frame the discussion and offer insight into the opportunities and challenges for educators facilitated by simulation platforms. We recommend broad-based research to capture the transformative pedagogical qualities of simulation platforms and call for an exploration into education policies that both hinder and help the adaptation of next generation simulation platforms within initial teacher education.
