Accounting student-teachers need continuous support in the integration of the learner-centred approach to cushion them from the adverse effects of falling behind in the contexts that require high skills. The findings reveal that simulationbased learning leads to effective learning as it provides a platform to practise the integration of a learner-centred approach in teaching accounting during WIL. Classroom observations and Free Attitude Interviews (FAI) were used to generate data from the experience of student-teachers, and data were analysed and interpreted using Critical Discourse Analysis (CDA). Findings were reported on five accounting student-teachers placed in three schools for WIL, three experienced accounting teachers and an accounting subject advisor through Participatory Action Research (PAR). However, during WIL, accounting student-teachers are assigned to mentors that have an inadequate grounding in the learner-centred approach, thus leading the student-teachers to resort to the use of the traditional teacher-centred approach.

Instead, they are taught to assist learners in discovering new knowledge, skills and changed attitudes towards the subject. Accounting student-teachers are trained not only to transfer subject content knowledge and skills while studying to become accounting teachers. This paper examined the use of simulation-based learning to prepare accounting student-teachers on how to teach through the learner-centered approach during work-integrated

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