Development of critical consciousness in teacher initial education during the pandemic

We present an initial teacher training module, aiming to develop a critical consciousness as a basis of teacher professionalism. Students are asked to reflect upon the ruling conceptions of education, in an exercise including three steps: explicitation, argumentation and comunication. In a pandemic context, the module has been adapted to be executed remotely. Even though benefits, that had already been identified, limitations were detected, mostly related with the loss of direct interaction dynamics.