Abstract:

Introduction:
In Chile the strategic importance of initial teacher training has been recognized in order to improve the quality of education and learning processes. Information and Communication Technologies (ICT) has been used progressively in primary and secondary education thanks to the government investments in infraestructure and conectivity. However, they are still incipient efforts to integrate technologies in initial teacher training in universities.
In this context the TYMMI Project (Technology and teaching models in immersive worlds) has been developed since 2012 to 2015 supported by the National Fund for Scientific and Technological Development (CONICYT). The main objective is to strengthen the preservice teachers skills through the teaching practices simulations' in Immersive Virtual Worlds (IVW). Those environments recreate spaces to simulate classroom activities supported by resources like sloodle and moodle. Through a didactical and technical model, avatars face different pedagogical challenges (called Retos in Spanish) that allow them to practice teaching strategies in the classroom.

Method:
The research was developed trough an exploratory, descriptive, and longitudinal study. 113 students in teaching careers of Primary Education, Secondary Education in Language and Communication, and Secondary Education in English as a Second Language, from the Universidad Catolica de la Santisima Concepcion, voluntarily participated in educational and technological activities in TYMMI in Second Life and Open Sim (open source).
Based on a quantitative methodology, it was applied 3 data collection instruments. Through observation grids, questionnaires and blogs, personal reflections of the preservice teachers were collected regarding to the 18 pedagogical Challenges designed.
Each of these educational activities were developed outside regular classes and were designed to strengthen the skills referred to: Preparation for teaching, creation of an enabling environment for learning, education for student learning, teacher professionalism, Manage Learning outcomes, Interaction between avatars and virtual worlds.

Results:
A descriptive statistical analysis shows that the students significantly improved their skills related to technology: usability and ICT integration in educational contexts; and educational aspects about good practices in classes.
A quantitative analysis of thematic content shows students perception regarding to the activities. They reported a positive assessment of the use of virtual environments, specially about the use of teaching strategies for teaching-learning process.

Conclusions:
In the pedagogical context, data evidenced the importance of peer assessment of their teaching performance, as well as the complexity of the role plays as intellectual challenges to enhance pre service teachers skills. The main difficulty identified during the development of the activities was of a technical nature, reporting hardware and connectivity issues.

Keywords:

Pre-service teachers, Inmersive virtual worlds, Pedagogical skills, Second Life, Open Sim.