Abstract
This study aimed to assess the experience of distance training in the Department of Life and Earth Sciences at the Regional Centre for Careers Education and Training, Marrakesh-Safi (Morocco), to ensure pedagogical continuity, during the COVID-19 confinement period. The study used the analytical descriptive approach and involved trainers and teacher trainees of Life and Earth Sciences, with a sample of 116. To answer the study questions a questionnaire was developed and introduced to participants. Findings showed that a set of information and communication technology (ICT) tools and distance training models were implemented to ensure training for teacher trainees, despite the poor theoretical and practical training in ICT use in remote education. Faced challenges included weak interactivity and difficulties in assessing trainees’ achievements during the virtual sessions. The researchers recommend that teachers should be trained in ICT use in distance education, and high-quality numerical tools should be developed and made available for training and education purposes. Keywords: COVID-19 confinement; distance training; pedagogical continuity; preservice teachers.
Published Version
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