Abstract
Objective: To analyze nursing professors' training and teaching practice who use the clinical simulation strategy, considering their interactions in the world of work. Methods: Qualitative study, supported by the historical-cultural framework in which eight professors who apply clinical simulation as a teaching strategy participated. Individual interviews were recorded and analyzed according to thematic analysis. Results: From the data analysis and according to the theoretical framework, two themes emerged: "Teacher training: professional and pedagogical trajectories" and "Pedagogical practice and interactions: potentials and challenges of clinical simulation." Both themes demonstrated the most common interactions between teachers, their personal and professional encounters that interfere in the choice of simulation as an emancipatory, participatory teaching strategy capable of helping to train ethical, citizen and competent nurses. There is appropriation and transformation of external social knowledge for the internalization of experiences for application in teaching. Conclusion: The training of participants occurred throughout their development and social interaction with their world of work. When analyzing the application of clinical simulation for the training of human resources in health, the choices for teaching are directly related to interactions and depend on their conceptions of the world and teaching.