Controversial political issues (CPI) usually refer to issues on which public opinion is divided, or in which groups in the public sphere understand the issues and the way to resolve them in different ways (Kerr & Huddlestone, 2015). In addition, controversial issues often evoke intense emotions and conflicts between different values and interests. The discussion of controversial issues also often involves controversy over facts, and raises suspicions and mistrust between people (Cooper & Thomas, 2019).

There is consensus among researchers and theorists regarding the educational contribution of conducting discussions on controversial issues in the classroom (Hess, 2009; Noddings & Brookes, 2017; Geller, 2020). Despite the extensive research on the benefits of discussing controversial classroom issues, it is evident that teachers in most of the countries studied around the world avoid such discussions (Tannebaum, 2020). Teachers may avoid discussions due to a variety of inhibiting factors such as low self-efficacy, lack of knowledge on the subject, or a low sense of support from school, parents or the Ministry of Education (Hawley et al., 2016; Philpott et al., 2011). The latter may also cause teachers to fear "shaming" on social media, and losing their jobs. Another reason for avoiding certain discussions may be the desire to protect students' sensitivities (Hess & McAvoy, 2014). An additional impediment is teachers' doubt about their control of the classroom, or their fear of harming the classroom climate or relationships with specific students (Tannebaum, 2020). Finally, teachers are unsure whether or not they should disclose their personal opinions, and are often concerned about students directly questioning them or that they would unwittingly reveal their personal opinion during the discussion (Hess & McAvoy, 2009).

This paper describes a course that was designed to prepare pre-service teachers (PSTs) to handle CPI discussions in class. The aim of this paper is to study the perceived contribution, if any, of virtual simulations in teaching students to handle CPI discussions. In particular, we aim to examine the combination of general communication skills that simulations traditionally wish to improve alongside the development of specific CPI skills. The present study proposes to examine a training strategy based on the use of group virtual simulations (McGarr, 2021), using professional actors, among PSTs as a pedagogical tool for experiencing and practicing CPI discussions.

The simulation simulates fictitious but interactive features that add vividness to the scenarios, and humanizes their learning-based simulation experiences. The scenarios in such a simulation take place within a safe and controlled environment that enables high-level learning, reflection and interpretation, which are used after each scenario to control the process, document its preservation, update and further develop it (Orland-Barak & Maskit, 2017; Dieker et al., 2014). Reflection and discussion should be held in the group after the simulation experience with the goals of developing general communication skills alongside high-order reflective thinking, self-learning skills, as well as providing and receiving analytical reflective feedback (Wernick, Conry & Ware, 2021).

This qualitative case study explores the process by which PSTs were equipped and prepared to handle CPI in class. The case study methodology focuses on understanding and interpreting the dy¬namics within a single setting (Eisenhardt, 1989). The course took place in a teacher-training college in the centre of Israel, in which most students are Jewish and a minority are Arab-Palestinian. About 25% of the students and 17% of the staff are Arab, similar to the distribution in Israeli society. The course was held in Hebrew by the two authors. Materials were translated to Arabic and a cultural and linguistic Arab translator was present in all classes. The course encompassed 18 Arab PSTs (B.Ed.) and 21 Jewish PSTs (34 women and 5 men) attending six intensive workshop and study days. The simulations were held in three sessions, two Hebrew and one Arabic, in parallel. The course included the introductions of theoretical frameworks, practical tools and practice through full class discussions as well as in small groups. Data were collected in an effort to evaluate the effectiveness of the virtual simulation as a training tool for handling CPI in class. After obtaining an Institutional Review Board approval and written informed consent from all participants, the simulations and ensuing discussions were recorded and transcribed. Eight students (4 Arab and 4 Jewish) participated in an interview that took place within a month from the end of the course. Two of the students who were interviewed were active participants in one simulation. The interviews were held online and took between 1 and 2 hours each. The 4 interviews with the Jewish students were held in Hebrew, and the four interviews with the Arab students were held in Arabic.

The findings indicate that PSTs perceive virtual simulations to be helpful in preparing them to handle CPI discussions in their role as future teachers. The findings indicate that, following the simulations, PSTs had improved on three levels: 1) their awareness of the importance of CPI; 2) their willingness to engage in CPI discussions; and 3) their belief in their ability to conduct CPI discussions (self-efficacy). This is an important finding given the documented and studied teacher avoidance of CPI discussions (e.g.,Tannebaum, 2020). The PSTs testified to the contribution of both the simulations themselves and the reflections that followed. The virtual simulations provided PSTs with opportunities to practice challenging exercises in a safe, supervised environment (Orland-Barak & Maskit, 2017), reflect upon their behaviours, and receive feedback from multiple agents (peers, facilitators, actors, course lecturers) (Dieker et al., 2014; Wernick et al., 2021). The PSTs' accounts indicate that the virtual simulations assisted them in both general communication skills and specific CPI skills. After many years of research on controversial issues in the classroom that repeatedly show teachers' reluctance to conduct such discussions, it seems that the use of simulations is a tool that overcomes many teachers' /PSTs' concerns. In addition, a course that combines virtual simulations can help advance the awareness, willingness, and skill required in 21st century schools.

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