The aim of this paper to reflect on the definition of a cross-media learning environment by analyzing two training approaches to the professional development of teachers. The first approach centers around curricular internships as training for future teachers, the second focuses on professional development for teachers in service. The aim of the author's analysis was to identify the factors that contribute to overcoming the "real" vs. "online" and "theory" vs. "practice" gap, opting for an integrated cross-media learning environment.