During the COVID-19 health crisis, finding strategies for the continuity of training has been essential in pre-service teacher education programs, where integrating students into the collaborative dynamics of educational institutions has posed a challenge. This study describes the collaborative work developed during the pandemic between teachers in the school system and student teachers from a Faculty of Edu-cation in the Araucan & iacute;a Region, Chile. A mixed-methods research approach was employed, combining qualitative and quantitative methodologies. Data collection included 11 semi-structured interviews and analysis of a belief questionnaire administered to 388 student teachers. The findings reveal a central ca-tegory linked to five codes associated with advisory on Information and Communication Technologies (ICT), co-teaching, collaborative work, communication and support, and interpersonal skills. The study concludes that interpersonal skills, communication, and proficiency in ICT were crucial for effective collaborative work during the COVID-19 health crisis, facilitating the integration of student teachers into the collaborative efforts of their educational institutions. Future research should further explore this phenomenon in other contexts and its impact on face-to-face education.