The virtual classroom as a pedagogical space in preservice teacher education

In preservice teacher education programs, professional practice is typically an integral part, offering a partnership between schools and universities and a space for preservice teachers to experience and experiment with theory into practice. Professional practice sites are generally familiar environments to both direct post Year 12 and mature age preservice teachers. Yet sometimes, professional practice sites, as places where information and communication technologies have changed the way we think and learn, provide little stimulus for reflecting on teaching and learning for the 21st Century. The creation of a virtual classroom in a virtual school was conceived as a means to provide a space for preservice teachers to observe, question, and challenge established schooling practices. In this paper, the virtual classroom is described and analysed.