Teaching with simulators in vocational education and training – From a storing place to a new colleague

This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students' vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers’ work, roles and relatings. •The introduction of simulation training only had a loose connection to VET teaching practice.•Teachers improved their understanding of how to enact their pedagogical intentions via simulation training.•To be a successful teaching method, simulation needs to be included in the overall VET arrangements.•Unexpected effects and new relatings stretch the teaching practice beyond the “classroom”.