Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

<jats:p> Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection. </jats:p><jats:p> Purpose. This case study explores and evaluates the design of a simulation for student teachers’ reflection on classroom management. </jats:p><jats:p> Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made. </jats:p><jats:p> Evaluation. The simulation was evaluated in two courses where the participants’ level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers’ mentors participated in the evaluation. </jats:p><jats:p> Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action. </jats:p><jats:p> Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature. </jats:p>