Accardo, A., & Xin, J. (2017). Using technology-based simulations to promote teacher candidate parental collaboration and reflective instructional decision making. Journal of Technology and Teacher Education, 25(4), 475–494.

Angelini, M. L. (2016). Integration of the pedagogical models “simulation” and “flipped classroom” in teacher instruction. SAGE Open, 6(1), 1–8. https://doi.org/10.1177/2158244016636430

Chen, G. A. (2020). “That’s obviously really insensitive”: Attuning to marginalization in a parent-teacher encounter. Cognition and Instruction, 38(2), 153–178. https://doi.org/10.1080/07370008.2020.1722128

Chernikova, O., Heitzmann, N., Holzberger, D., Seidel, T., Stadler, M., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544

Ciszewska, K. (2017). Profesjonalizm, doświadczenie i… poczucie humoru : współpraca z rodzicami na polu profilaktyki zachowań problemowych młodzieży. In K. Kmiecik Jusięga (Ed.), Profilaktyka społeczna. Kontekst rodzinny i szkolny (pp. 93–113). Kraków: Akademia Ignatianum.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). Fundamentals of SEL?. https://casel.org/what-is-sel/

Dalinger, T., Thomas, K., Stansberry, S., & Xiu Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers. Computers & Education, 144, 103696. https://doi.org/10.1016/j.compedu.2019.103696

De Coninck, K., Keppens, K., Valcke, M., Dehaene, H., De Neve, J., & Vanderlinde, R. (2020). Exploring the effectiveness of clinical simulations to develop student teachers’ parent-teacher communication competence. Research Papers in Education, 38(1), 69–101. https://doi.org/10.1080/02671522.2021.1961291

De Jong, T., Lane, J., & Sharp, S. (2012). The efficacy of simulation as a pedagogy in facilitating pre-service teachers’ learning about emotional self-regulation and its relevance to the teaching profession. Australian Journal of Teacher Education, 37(3), 4. https://doi.org/10.14221/ajte.2012v37n3.6

Dieker, L., Hughes, C., & Hynes, M. (2023). The past, the present, and the future of the evolution of mixed reality in teacher education. Education Sciences, 13(11), Article 1070. https://doi.org/10.3390/educsci13111070

Dotger, B. (2010). Examining school leaders’ simulated interactions in support of students with autism. Journal of Educational Leadership, 50(3), 223–241.

Dotger, B. H., & Alger, A. (2012). Challenging parent, challenged curricula: Utilizing simulated in-teractions to enhance school leader preparation. Planning and Changing, 43(3/4), 344–362.

Dotger, B., & Ashby, C. (2010). Exposing conditional inclusive ideologies through simulated interactions. Teacher Education and Special Education, 33(2), 114–130. https://doi.org/10.1177/0888406409357541

Dotger, B., & Chandler-Olcott, K. (Eds.). (2022). Clinical Simulations as Signature Pedagogy: Educator Preparation Across the Disciplines. Cambridge, MA: Harvard Education Press.

European Commission: European Education and Culture Executive Agency. 2025. Key data on early childhood education and care in Europe 2025 – Eurydice report. Luxembourg: Publications Office of the European Union. https://data.europa.eu/doi/10.2797/66224

Flavian, H., & Levin, O. (2024). Using simulation-based learning to inform preservice teachers’ professional development. Teaching Education, 35(2), 145–161. https://doi.org/10.1080/10476210.2023.2240716

Forstall Lemoine, M. (2024). Improving aspiring teachers’ confidence in their ability to conduct parent-teacher conferences through the use of artificial environments. Research Issues in Contemporary Education, 9(2), 109–124.

Freedman, J. E., Dotger, B., & Song, Y. (2020). Encountering ableism in the moment: How university students discuss accommodations with faculty members. Critical Education, 11(15), 21–37.

Gątarek, I. (2024). Wybrane obszary współpracy placówki edukacyjnej z rodzicami dziecka z zaburzeniem rozwoju. Społeczeństwo, Edukacja, Język, 20, 115–128.

Gerich, M., & Schmitz, B. (2016). Using simulated parent-teacher talks to assess and improve prospective teachers’ counseling competence. Journal of Education and Learning, 5(2), 285–301. https://doi.org/10.5539/jel.v5n2p285

Goldin, S., Khasnabis, D., O’Connor, C., & Hearn, K. (2019). Tangling with race and racism in teacher education: Designs for counterstory-based parent teacher conferences. Urban Education, 56(9), 1399–1428. https://doi.org/10.1177/0042085919894042

Hall, K., & Tori, K. (2017). Best practice recommendations for debriefing in simulation-based education for Australian undergraduate nursing students: An integrative review. Clinical Simulation in Nursing, 13(1), 39–50.‏ https://doi.org/10.1016/j.ecns.2016.10.006

Hmelak, M., Lepičnik Vodopivec, J., & Barbareev, K. (2021). Interculturalism from the perspective of pedagogics and integration in preschool with emphasis on cooperation with parents. Economic Research - Ekonomska Istraživanja, 34(1), 53–65. https://doi.org/10.1080/1331677X.2020.1751674

Honkowicz-Bukowska, D., Rabęda, K., & Sienkiewicz, M. (2015). Współpraca z rodzicami w islandzkiej szkole jako podstawowy element w profilaktyce przemocy. In J. Pyżalski (Ed.) Wychowawcze i społeczno-kulturowe kompetencje współczesnych nauczycieli (pp. 95–114). Łódź: theQ studio.

Kaczor, A. (2024). Dialogue with parents of students according to future teachers. Journal of Vasyl Stefanyk Precarpathian National University, 11(1), 50–58. https://doi.org/10.15330/jpnu.11.1.50-58

Kasperski, R., & Hemi, M. E. (2022). Promoting socio-emotional learning competencies in teacher education through online clinical simulations. European Journal of Teacher Education, 47(4), 805–820. https://doi.org/10.1080/02619768.2022.2134006

Kasperski, R., Levin, O., & Hemi, M. E. (2025). Systematic literature review of simulation-based learning for developing teacher SEL. Education Sciences, 15(2), Article 129. https://doi.org/10.3390/educsci15020129

Khasnabis, D., Goldin, S., & Ronfeldt, M. (2018). The practice of partnering: Simulated parent–teacher conferences as a tool for teacher education. Action in Teacher Education, 40(1), 77–95.‏ https://doi.org/10.1080/01626620.2018.1424658

Koivula, M., Räikkönen, E., Turja, L., Poikonen, P., & Laakso, M. (2023). Family and work‐related risk factors in children’s social–emotional well‐being and parent–educator cooperation in flexibly scheduled early childhood education and care. International Journal of Social Welfare, 32(3), 334–351. https://doi.org/10.1111/ijsw.12585

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Krämer, J., & Zimmermann, G. (2022). Teacher’s skill improvement by role-play and simulations on collaborative educational virtual worlds. Journal of Computer Assisted Learning, 38(4), 900–916.

Kurnicová, V. (2012). Preparation of future teachers for teaching in inclusive schools from the viewpoint of cooperation with parents of children with special educational needs. Chowanna, (2), 335–346. https://doi.org/10.31261/CHOWANNA.2012.39.26

Kuszak, K., & Sadowska, K. (2023). Polish as a social language of a child from a migrant family. Report from the pilot research involving nursery school caregivers from Poznań. Wychowanie w Rodzinie, 30(1), 79–95. https://doi.org/10.61905/wwr/175093

Levin, O. (2023). Emotional behavioural and conceptual dimensions of teacher-parent simulations. Teachers and Teaching: Theory and Practice, 30(3), 209–226. https://doi.org/10.1080/13540602.2023.2236948

Levin, O., Hemi, M., & Kasperski, R. (2023). Multiple aspects of simulation facilitators’ role in higher education: Protecting and challenging the learners. Teaching in Higher Education, 30(1), 225–239. https://doi.org/10.1080/13562517.2023.2251894

Linder, I., & Weissblueth, E. (2023). Impact of simulation training–comparison between face-to-face and online learning environments. Journal of Educators Online, 20(4). https://doi.org/10.9743/JEO.2023.20.4.14

Muchnik-Rozanov, Y., & Levin, O. (2024). Bridging the gap between preservice teachers’ theoretical and practical knowledge through simulations of teacher-parent interactions. Asia-Pacific Journal of Teacher Education, 52(5), 622–640.‏ https://doi.org/10.1080/1359866X.2024.2414815

Musiał, E. (2024). Współpraca szkoły z rodzicami jako obszar (nie)skuteczności pedagogicznej – wyobrażenia studentów przygotowujących się do roli zawodowej nauczycieli edukacji przedszkolnej i wczesnoszkolnej. Raport z badań wstępnych. Wychowanie w Rodzinie, 31(2), 125–145. https://doi.org/10.61905/wwr/191414

Niejenhuis, C., Huitsing, G., & Veenstra, R. (2020). Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent‐school cooperation. Scandinavian Journal of Psychology, 61(1), 117–131. https://doi.org/10.1111/sjop.12522

Paz-Albo, J., Jor’Dan, J. R., & Hervás-Escobar, A. (2023). Promoting family engagement: Comput-er-based simulations and teacher preparation. Journal of Education for Teaching, 49(4), 583–596. https://doi.org/10.1080/02607476.2022.2142099

Powers, S. C., Morris, M. H., Flynn, H., & Perry, J. (2019). Faculty-led role-play simulation: Going live to teach patient-centered care to nursing students. Journal of Nursing Education, 58(11), 665–668.‏ https://doi.org/10.3928/01484834-20191021-10

Radović, S., Firssova, O., Hummel, H. G., & Vermeulen, M. (2021). Strengthening the ties between theory and practice in higher education: An investigation into different levels of authenticity and processes of re-and de-contextualisation. Studies in Higher Education, 46(12), 2710–2725.‏ https://doi.org/10.1080/03075079.2020.1767053

Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: A pilot study. Asia-Pacific Journal of Teacher Education, 42(3), 212–227. https://doi.org/10.1080/1359866X.2014.927825

Scarparolo, G., & Mayne, F. (2022). Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education. Australasian Journal of Educational Technology, 38(5), 62–76. https://doi.org/10.14742/ajet.7327

Scorgie, K. (2010). A powerful glimpse from across the table: Reflections on a virtual parenting exercise. International Journal of Inclusive Education, 14(7), 697–708. https://doi.org/10.1080/13603111003778494

Shapira-Lishchinsky, O. (2013). Team-based simulations: Learning ethical conduct in teacher trainee programs. Teaching and Teacher Education, 33, 1–12. https://doi.org/10.1016/j.tate.2013.02.001

Siemionow, J., & Szewczyk, A. (2024). Formy współpracy przedszkola z rodzicami – doniesienia z badań. Problemy Wczesnej Edukacji, 59(2), 142–158. https://doi.org/10.26881/pwe.2024.59.11

Śliwerski, B. (2017). Meblowanie szkolnej demokracji. Warszawa: Wolters Kluwer.

Świdrak, E. (2025). Formy współpracy z rodziną jako wyraz relacji żłobka z mikrosystemem rodzinnym w ocenie przedstawicieli żłobków lubelskich. Facta Simonidis. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej w Zamościu, 18(1), 141–157. https://doi.org/10.56583/fs.2827

Theelen, H., van den Beemt, A., & den Brok, P. (2019a). Classroom simulations in teacher education to support preservice teachers’ interpersonal competence: A systematic literature review. Computers & Education, 129, 14–26. https://doi.org/10.1016/j.compedu.2018.10.015

Theelen, H., van den Beemt, A., & den Brok, P. (2019b). Using 360-degree videos in teacher education to improve preservice teachers’ professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582–594. https://doi.org/10.1111/jcal.12361

Vlasov, J., & Hujala, E. (2017). Parent-teacher cooperation in early childhood education – directors’ views to changes in the USA, Russia, and Finland. European Early Childhood Education Research Journal, 25(5), 732–746. https://doi.org/10.1080/1350293X.2017.1356536

Yan, Y., & Ottenbreit-Leftwich, A. 2023. Case-Based Learning: Consider and Reflect Teaching Practices through Teacher Moments. TechTrends, 67, 903–917. https://doi.org/10.1007/s11528-023-00902-5

Zalewska-Bujak, M. (2020). Współpraca nauczycieli z rodzicami uczniów – przez pryzmat nauczycielskich narracji. Kwartalnik Pedagogiczny, 65(2), 154–176. https://doi.org/10.31338/2657-6007.kp.2020-2.9