Simulation pedagogy has been applied round the world in many practical fields such as aviation and medicine. The simulation reproduces such traditional kind of real events and environments that are difficult otherwise to try out or study under the right conditions, in the right environment or with the right instruments. Yliniemi (2013) has listed the benefits of simulation; according to her the created risk free environment enhances critical thinking, which gives the students more self-confidence and improves learners´ teamwork and communication skills. In simulation student activation and agency for the assignment take place on several different levels. Especially intellectual and experiential activation are strongly linked with functional activation (eg. Vuorinen 2001; Salakari 2010). Learning is thus achieved by testing and practising previously learned skills and knowledge on functional situations (Salakari 2010).

The simulation can also be achieved through drama. In that case, the situation and interaction are simulated by acting in different roles. Through drama, human tensions and episodes are explored in stories by using dialogue and actions. The drama action takes place; therefore, as if all is true, even though everyone knows that it is not true (Vuorinen 2001).The strength of this teaching method is the use of the imagination and empathy (Heikkinen 2005). The challenges in simulation assembly for educators relate to activating the scenario for the learners and for the learners responding honestly in action (Yliniemi 2013). Both the simulation and drama processes are well suited to incidents where experiences, attitudes, circumstances and interactions are processed.

Teacher's work is ethical, practical and theoretical. In integrative pedagogy (Tynjälä & Virtanen 2009) theoretical knowledge is intertwined with experiential knowledge by using learning tools that enable communication between different knowledges and information modes. Simulation pedagogy offers the opportunity to connect information to experiences actively and with empathy.
   During one certain international teacher training intensive course (2008-2011) teacher identities were in the focus of studying and learning. The students were led to examine values, cultural meanings and social developments that have an impact on teacher´s professional development and actions. In order to understand these processes the students were prompted to analyse teacher thinking through Kincheloe’s (2004) categorisation of multiple forms of knowledge which separates empirical knowledge, normative knowledge, political and critical knowledge, ontological knowledge, experiential knowledge and reflective-synthetic knowledge within the professional awareness. By developing a solid professional profile with extensive schemes and perspectives the teacher is able to take part in educational discussions and decision making with well formulated and justified views.Teachers work is about human relations - simulation seems to be a justified and valid method to be used also in teacher education, though it is utilized rather random in my experience. This paper reports about the completion of a simulation in teacher education in the European context.

Heikkinen, H. (2005). Draamakasvatus: Opetusta, taidetta, tutkimista!. [Jyväskylä]: Minerva. Kincheloe, J.L. 2004. The Knowledges of Teacher Education. Developing a Critical Complex Epistemology. Teacher Education Quarterly, Winter, 49–65. Yliniemi, P. 2013. Virtual – and simulation based environment a boundary system in Nursing Education. In Oikarinen, K., Kangastie, H. & Tieranta, O. (eds.). hyvinvointialojen simulaatio- ja virtuaalikeskuksesta oppimis- ja kehittämisympäristö. Rovaniemi: RAMK. 71-76. Salakari, Hannu 2010. Simulaatorikouluttajan käsikirja. Hakapaino Oy. Helsinki. Tynjälä, P. & Virtanen, A. 2009. Students' competence development at the workplace: knowledge, skills and the integration of school learning and workplace learning. Paper presented at the EARLI Conference 25.–29.8.2009, Amsterdam, the Netherlands. Vuorinen Ilpo, 2001. Tuhat tapaa opettaa. Vammala. Vammalan Kirjapaino Oy.