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For over 30 years, the Journal of the Society for Provision of Education in Rural Australia has reported research and practice discourses associated with rural, regional and remote education, with the aim of impacting policy and practices relating to education in rural Australia. The journal, originally named Education in Rural Australia, commenced in 1991 and, with an increasingly international focus, changed to the Australian and International Journal of Rural Education in 2012. This article critically synthesises the content of the Journal, which includes 500 unique contributions. The articles were placed into an NVivo project and coded using themes derived from word frequency counts. The critical analysis identifies nine perennial themes that appear regularly throughout the 33 volumes: aspiration, success and achievement; community and relationships at the centre of rural education; curriculum, pedagogy and assessment; deficit discourses; equity, rights and justice; parents and family; resourcing and funding; rurality and place, and teacher preparation. In addition, the analysis identifies trending issues, which wax and wane over the Journal’s life. This article highlights the Journal’s important and sustained contribution to research evidence for rural education. From the perennial and trending issues, it is possible to see the interconnections and influences between themes, but also the absence of discourses in certain areas that calls for future research. The analysis has policy implications for education stakeholders, particularly given that some of the concerns raised by the articles in the Journal remain largely unanswered more than 30 years on. This article calls for change and challenges policy makers to address issues that we already know exist and have provided possible solutions.

Australian preservice teachers (PSTs) are required to show evidence that they can ‘engage with parents/carers’ (AITSL Standard 7.3). This paper reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations with a parent avatar. Based on data drawn from a survey of 57 respondents, the paper describes emergent themes gleaned from PSTs’ comments about their interactions. The findings identify key areas of focus in PSTs’ reflections and the ensuing discussion explores practical and theoretical considerations for deepening reflection on the simulation experience. It also highlights the benefit of simulation to provide PSTs the opportunity to practise difficult conversations with parents before they encounter the experience in the real world.

Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided.

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.

Since December 2019, a pandemic of COVID-19 disease, caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), has rapidly spread across the globe. At present, the Food and Drug Administration (FDA) has issued emergency approval for the use of some antiviral drugs. However, these drugs still have limitations in the specific treatment of COVID-19, and as such, new treatment strategies urgently need to be developed. RNA-interference-based gene therapy provides a tractable target for antiviral treatment. Ensuring cell-specific targeted delivery is important to the success of gene therapy. The use of nanoparticles (NPs) as carriers for the delivery of small interfering RNA (siRNAs) to specific tissues or organs of the human body could play a crucial role in the specific therapy of severe respiratory infections, such as COVID-19. In this review, we describe a variety of novel nanocarriers, such as lipid NPs, star polymer NPs, and glycogen NPs, and summarize the pre-clinical/clinical progress of these nanoparticle platforms in siRNA delivery. We also discuss the application of various NP-capsulated siRNA as therapeutics for SARS-CoV-2 infection, the challenges with targeting these therapeutics to local delivery in the lung, and various inhalation devices used for therapeutic administration. We also discuss currently available animal models that are used for preclinical assessment of RNA-interference-based gene therapy. Advances in this field have the potential for antiviral treatments of COVID-19 disease and could be adapted to treat a range of respiratory diseases.

TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”

The benefits of micro-teaching (pre-service teachers practicing their teaching skills with small groups of peers or students) are well documented. However, the overcrowding of the teacher education curriculum, in part due to regulatory mandates, led many initial teacher education (ITE) programs to abandon using micro-teaching. The focus of this study was to understand the experiences of pre-service teachers who are engaging in real-time simulation technology as a new form of micro-teaching. The analysis of our findings indicated that the use of the mixed-reality learning environments (MRLEs) showed promise in helping build candidate self-confidence and preparing novices for their first “real” teaching practicum. MRLEs appear to be particularly useful for assisting with developing confidence, planning for diverse learners, understanding personalizing pedagogy and engaging with classroom management. We argue the importance of micro-teaching “2.0” as a strategy to “practice before prac” and call for increased inclusion of simulation within ITE programs.

The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.

This research explores how editorial advisory board members across four highly ranked international higher education–focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 (N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs.

Technological developments allow students to access visual information from digital devices as small as phones or as large as whiteboards. Education technology research and policy typically address the software product, yet little research has focused on optimal viewing parameters or the impact it has on student users. Students with light sensitivity (migraine, concussion) potentially face a barrier with e-learning activities in the classroom. This review aimed to identify points of convergence and inconsistency across various literature sources containing guidelines for digital media use by students in schools. Inconsistencies were found between academic, manufacturer and school guidelines. Six parameters were identified for modification on behalf of students with light sensitivity relating to image colour, image flash frequency, duration of viewing, luminance and environmental lighting – both natural and artificial. The findings highlight the need for revision of school policies regarding digital learning environments and awareness raising to support inclusive access and use by students with light sensitivity.

Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caused by COVID-19 has influenced the literacy learning of Australian students. This article provides insights into the impact of COVID-19 related education interruption on writing instruction of primary school aged children from the perspectives of their teachers. Drawing on data from a single-stage mixed-methods survey tool, it explores extent of perception of an impact of COVID-19 writing instruction in Australia, as well as capturing data on the nature of this perceived impact. As expected, the COVID-19 pandemic had an impact on writing instruction in the majority of cases, with impact typically perceived to be negative, though for some respondents, an unexpected benefit of the disruption was the collaborative response of educators and education systems. The diverse facets of the nature of this perceived impact were identified by respondents, some of which were related to context and home affordances, with findings highlighting how uneven levels of parental and technological resourcing at home can support or impede student learning of writing skills. The findings can be drawn upon to mitigate barriers to the teaching of writing during times of education interruption.

[No abstract available]

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.

This edition positions communities of practice as a significant place-based enabler for successful placements, partnerships and practices in rural and remote contexts. A global backdrop for this issue is provided by the Organisation for Economic Co-operation and Development (OECD) Principles on Rural Policy (Fig.1). Government directed policy reforms shaping Australian Rural Health (Fig.2) and Rural Education (Fig. 3) provide a national context for the journal, whilst the papers within this issue of AIJRE provide research driven, place-based exemplars in rural and remote contexts. The interconnectivity between global and local health and education policy and practices are revealed.

Drawing on an autoethnographic inquiry we present a first-person, narrative account of a mathematics teacher’s experience of developing an ethically responsible teaching practice. Reflective commentary on narrative vignettes illustrates the teacher’s inquiry in the role of researcher as transformative learner. Inspired by transformative learning theory, he engaged in critical self-reflection on his moments of teaching, which prompted him to switch from the teacher’s point of view and pay heed to his student’s meaning perspective. This transformation of perspective enabled him to avoid conflict by negotiating a deal with the young resistant learner – ‘a rebel kid’ – to generate mutual respect, focus on values, and successfully adjust to the student’s learning trajectory. The result of this inquiry suggests that endeavouring to teach from students’ points of view is important not only for engaging meaningfully in an educative relationship but also for enhancing the sense of ethical responsibility of both teachers and students.

Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide a technological solution to bridge the gap between graduate preparation and real application. This study draws on situated learning and reflective practice ideologies to critique and problematise Micro-teaching 2.0 – a combination of traditional micro-teaching practices and human looped simulations. The findings reveal increased self-efficacy of PSTs (n = 376) and identify the benefits and challenges of Micro-teaching 2.0 for initial teacher education programs. Micro-teaching 2.0 proved to be an effective diagnostic tool for identifying the specific needs of PSTs and a preparatory tool for real-life placements. The controlled learning environment addresses previous issues related to the variability of contexts and subsequent moderation of individual capabilities. The findings are timely as the teaching profession continues to be scrutinised and where technological advances continue to offer choice, challenges and creative options for educators.

International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.

Initial teacher education predominately spends time preparing student teachers to plan, teach and assess the cognitive and social development of children within the classroom. Yet, the role of a teacher expands well beyond classroom experiences and at times includes conflict and stressful situations. How do ITE programs cater for these critical learning incidences? Augmented realities such as ‘human in the loop’ simulation and virtual learning environments provide current ITE programs a solution to this contemporary need and context. This paper is underpinned conceptually by Pedagogies of Practice: representation, decomposition and approximations actualised through new technologies, reflective practice strategies and challenging learning experiences. The interconnectivity between BRiTE modules (representations), Microteaching 2.0 (decomposition) and Simlab™ experiences (approximation) provides a unique approach that supports the development of resilience for our future teacher educators. The findings reveal an increased self-efficacy amongst the cohort and personal confidence in their own resilience capabilities. The reflective practice strategies embedded in the BRiTE-AR pedagogy of practices are offered as a possible solution to ITE educators interested in developing resilience in our future teachers.

Purpose The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR). Design/methodology/approach This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity). Findings This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region. Originality/value This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.

TeachLivETM, a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivETM within the Australian context, captures preservice teachers’ (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred ‘Questioning’ and ‘Direct Instruction’ methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.

This scoping review examines studies using eye tracking technology to monitor learning and performance in virtual or mixed reality settings. The aim of this review is to describe the various ways in which eye tracking devices have been deployed in relation to key aspects of virtual reality and mixed reality environments, list the eye tracking measures most salient to such environments and identify emergent patterns in the findings that the eye tracking data in the studies reviewed have brought to light. Drawing on these findings, an analytical framework for attending to and analysing eye tracking data is proposed and recommendations for future research using eye tracking to optimise learning and performance within virtual reality and mixed reality environments are discussed.

Background/Context: Adding global competency to the Organisation of Economic Cooperation and Development (OECD) Program of International Student Assessment (PISA) suite heralds the world’s first large-scale attempt at gauging education systems’ development of students’ global competency. Given the contested definitions and more than 150 extant instruments whose creators purport to measure global competency or related constructs, it is important to interrogate how influential and privileged global voices such as OECD portray and promote the construct. This new aspect of the PISA battery has the potential to reach 15 year olds in 80 countries that account for more than 80% of the world economy. Purpose/Focus of Study: This paper is the first of a series of policy studies aimed at mapping OECD’s global competency measure that will occur at significant periods of time within the implementation process. This initial study examines OECD’s Global Competency for an Inclusive World (GCIW) promotional document to reveal its construction of global competency within discourse and assessment design. Research Design: The study employs an uncommon mix of interpretive and relational methods. Critical discourse analysis (CDA) captures “how” global competency is portrayed and interrogates implications of OECD’s language use and power differentials. Social network analysis (SNA) captures “who” is influencing the policy text and examines the connectivity among the authors cited as authorities on the subject of global competency. Greene, Caracelli, and Graham’s (1989) convergence, complementarity, and contradiction framework is used to triangulate qualitative and quantitative datasets. Discussion and recommendations are framed and filtered through a policy implementation lens with five core policy threads: (a) people, (b) place, (c) philosophies, (d) processes, and (e) power, which Authors (2015a) refer to as the 5Ps. Findings: CDA and SNA findings converge around the people, power, and

Murdoch University requires all Initial Teacher Education (ITE) candidates to respond to a 5-minute SimLab interaction with the aim of teaching a topic of choice, learning something about each avatar and concluding, by asking questions to confirm understanding of the information discussed. A rubric, addressing 4-criteria, is used to evaluate student success. A demonstration of SimLab and preliminary research data that explores the effectiveness and predictive validity of simulation as an on-entry performance assessment are the foci of this work.

Trends in urban growth has seen regional attractiveness decrease and an ageing and shrinking rural population. Both trends resulting in declining opportunities for development, investment and access to services in rural, regional and remote (RRR) contexts (OECD, 2018). This image of RRR discourse represents “persistent and entrenched locational disadvantage” (Reid, 2017, p.88). Moreover, metrocentric educational policy texts contribute further to the widening division between rural and urban schooling. Whilst accepting that there are challenges in RRR contexts, it is important to counter current discourse by encouraging ‘success place studies’ as a starting point for change (Reid, 2017). Principals and teachers are central to developing a culture of change and community of practice in RRR contexts because the provision of ‘quality education’ lay at the heart of any RRR community success. Education has the ability to attract families to the region as well as provide employment opportunities for locals (Trinidad et al, 2014).

Very little research has examined the long-term effects of elite schooling on life opportunities. While some Australian studies have examined the structures and processes used by elite private schools to reproduce social status and inequality, no studies have examined the perspectives of elite school alumni about the benefits and disadvantages [#_msocom_1] conferred upon them by an elite private education. Bourdieu’s cultural and social capital theory underpins the analysis of this study. In-depth interviews were conducted with three male and five female alumni, revealing common themes and patterns that spanned different time periods and outcomes. Alumni were sent to elite schools because their parents perceived they would experience a wider range of opportunities and academic rigour than they would in the public system. Reflecting on their school experiences, only one alumnus reported any disadvantage of attending an elite school concerning a lack of exposure to real world experiences. Others perceived the benefit of attending an elite private school steered them towards further education and away from risky behaviour, serving as a refuge from less refined peers and ‘dangerous’ behaviour at public schools. Post schooling reflections highlighted the main benefit related to social capital, rather than any cultural capital, with females reporting long-term friendships as a key benefit, and males leveraging the ‘old boys’ network’ for career opportunities and financial gains. However, these are not unique to private schools. Over half of the alumni chose elite schooling for their own children, with one participant choosing elite schools so that their children could mix with similar or higher classedpeers. While participants valued their school experience the individual benefits were limited and almost all did not believe elite private schooling benefited wider society. When compared to the status of their parents, participants were either at the same or of a slightly h

Advances in educational technologies continue to offer educators choice and challenges across phases of learning and educational settings. Dramatic changes in simulation technologies over the last two decades offer pilots, miners, engineers, doctors and nurses the opportunity to practice the skills required of their profession. However, simulation is yet to be fully embraced within initial teacher education (ITE) to prepare the next generation of teachers. This paper draws on historical literature in the field and the auto ethnographic experiences of the author to examine the benefits, choices and challenges of adopting simulation within ITE. The study includes the re-envisioning of Micro-teaching 2.0 (Ledger &Fischetti, 2019) and incorporates Gartner’s (1995) hype- cycle; the life-cycle status of technologies, to represent the historical uptake of simulation in ITE. The study highlights the benefits of simulation as a preparatory tool for developing and empowering graduates with the skills required to perform the art and science of teaching. It challenges the lack of uptake of simulation in ITE programs and calls for more research into the field.

Background: Current antiretroviral therapy is effective in controlling HIV-1 infection. However, cessation of therapy is associated with rapid return of viremia from the viral reservoir. Eradicating the HIV-1 reservoir has proven difficult with the limited success of latency reactivation strategies and reflects the complexity of HIV-1 latency. Consequently, there is a growing need for alternate strategies. Here we explore a "block and lock" approach for enforcing latency to render the provirus unable to restart transcription despite exposure to reactivation stimuli. Reactivation of transcription from latent HIV-1 proviruses can be epigenetically blocked using promoter-targeted shRNAs to prevent productive infection. We aimed to determine if independent and combined expression of shRNAs, PromA and 143, induce a repressive epigenetic profile that is sufficiently stable to protect latently infected cells from HIV-1 reactivation when treated with a range of latency reversing agents (LRAs). Results: J-Lat 9.2 cells, a model of HIV-1 latency, expressing shRNAs PromA, 143, PromA/143 or controls were treated with LRAs to evaluate protection from HIV-1 reactivation as determined by levels of GFP expression. Cells expressing shRNA PromA, 143, or both, showed robust resistance to viral reactivation by: TNF, SAHA, SAHA/TNF, Bryostatin/TNF, DZNep, and Chaetocin. Given the physiological importance of TNF, HIV-1 reactivation was induced by TNF (5 ng/mL) and ChIP assays were performed to detect changes in expression of epigenetic markers within chromatin in both sorted GFP - and GFP + cell populations, harboring latent or reactivated proviruses, respectively. Ordinary two-way ANOVA analysis used to identify interactions between shRNAs and chromatin marks associated with repressive or active chromatin in the integrated provirus revealed significant changes in the levels of H3K27me3, AGO1 and HDAC1 in the LTR, which correlated with the extent of reduced proviral reactivation. The cel