A distinctive approach to pedagogy has emerged as a global norm in the opening months of 2020. Distance education, remote teaching and online instruction are now new approaches to pedagogy and/or curriculum design. With this teaching and learning initiative, we aim to explore the impact that fully online pedagogies might have had on pre-service teachers’ content and pedagogical content knowledge. To do so, we will examine the quality of their teaching while they are on school placement. A mixed-methods approach will gather qualitative information regarding their teaching approach through interviews and professional dialogues, but also quantitative regarding teaching in general. We will also explore the online pedagogies to listen to the students’ voice in relation to their online learning experience, with the aim to inform policies related to online teaching and learning. A final goal will be to explore pedagogical strategies to adapt online pedagogies for students with connectivity issues or low socio-economic status.