Abstract

The Virtual World (VW) has gained theoretical prominence in the educational field due to its multiple advantages; however, in practice, its integration into Initial Teacher Training (ITT) processes is still scarcely studied. This pre-experimental design research aims to analyze the effect of simulations of pedagogical practices in a VW on the assessment of pedagogical performance of students in ITT. 140 Chilean students from pedagogy programs participated in an educational intervention consisting of six 90-minute sessions over a period of two months during the pandemic. A self-report instrument was administered as a pre-and post-test for the assessment of pedagogical performance. Findings show a positive effect of the simulations of pedagogical practices on teaching performance, as well as a higher rate by students at higher grades compared to students at lower grades. It is concluded that the VW allows reinforcing pedagogical, disciplinary and technological competencies of future teachers, and provide a space for simulation of effective practices in a safe context under the current conditions by COVID-19.