Qualitative research shows that virtual exchange improves teacher preparation in STEM, highlighting intercultural skills and pedagogy.
This qualitative research explores an innovative instructional approach in STEM teacher preparation that situates virtual exchange (VE) and project-based learning (PBL) within an international, synchronous, middle school teaching context. The results of this study suggest that VE provides a unique opportunity to enhance teacher preparation by exposing preservice teachers (PSTs) to an instructional method that allows for authentic virtual teaching practices, fosters intercultural competence, facilitates the development of STEM pedagogical content knowledge, provides scaffolded support for multiple language learners (MLLs), and cultivates impactful global classroom interactions.
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York et al. (2025) studied this question.
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