Networked Minds: An Analysis of Social Plasticity and Mutual Support in Virtual Teacher Training Programs

Abstract

Teacher training in virtual environments has historically underestimated the impact of social isolation on the brain architecture of educators. This article investigates the intersection between social neuroplasticity and virtual learning environments at the "Claustro Gómez" school. Through a qualitative methodology of experience systematization, it analyzes how spaces for emotional release act as neurochemical regulators. The results suggest that technology-mediated mutual support not only improves mental health but also optimizes synaptic connectivity by reducing allostatic load, proposing a new pedagogical paradigm based on the collective neural network.