Overview
Simulation and virtual exchange are one of the several proposals to provide professional development to future teachers. Based on our own research and empirical syntheses, this chapter reflects on the importance of emulating realistic school environments; understanding the importance of the briefing and the role of the facilitator in all the simulation phases; and conducting a reflective debriefing through constructive dialogue. In a way, we believe these reflections may challenge the many policy-makers who may conceive teacher education as a closed experience of professional formation, rather than as the starting point for global collaborative and lifelong learning, something that should characterise a teacher’s career in the twenty-first century.
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References
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Angelini, M.L., Muñiz, R. (2023). A Wider Perspective on Simulation and Virtual Exchange in Teacher Training: Developing a Holistic View of Practitioner Development. In: Angelini, M.L., Muñiz, R. (eds) Simulation for Participatory Education. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-21011-2_16
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