This study examined participatory simulation-based learning of teaching in a virtual reality (VR) supported learning environment and its affordance for alternative perspectives taking. This VR-supported, embodiment-integrated learning environment is designed to enable collaborative and contextualized microteaching practicing by university teaching assistants. A total of 42 chemistry teaching assistants participated in a 3-hour teaching training session, during which they were randomly assigned to a VR-supported simulation group and a live simulation group. The study found teaching knowledge development for all participants after simulation-based training. The live simulation participants better performed in the post-session knowledge test than the VR simulation participants. Qualitative data indicated a multitude of challenges and opportunities in VR simulation-based learning, including a concurrent, yet, inequivalent experience of the "diving-in" and "stepping-out" learning perspectives during virtual collaborative role-playing in a hybrid learning space.