Apports et limites de la formation à distance pour la formation initiale des futurs enseignants et enseignantes

Abstract

Although the pandemic has shown the feasibility of offering pre-service teacher education courses in a distance learning mode, it seems important to weigh the benefits and limitations of this mode in terms of how it supports learning. Based on the concept of pedagogical added value (PAV), this reflection draws on relevant scientific literature to compare the benefits and limitations of distance and face-to-face learning modes. Three factors that can influence PAV will be discussed: pedagogical alignment, accessibility of studies, and the integration of students into their future profession. This will be followed by a recommendation to analyze the PAV to make appropriate learning mode choices, leading to the conclusion that hybrid training would be preferable so as to offer the benefits of each mode.