The network remote format in the process of professional training of future teachers, implemented as a forced measure in 2020, revealed special aspects in the process of forming educational and professional activities and subjectivity of future teachers. The purpose of this study was to find out how a special form of building the educational process was perceived by students and how it affected the structural components of professional subjectivity. The participants of the study were 115 students of all pedagogical courses studying at Leo Tolstoy Tula State Pedagogical University. Among these, 23 students who completed professional teaching practice in the lower grades were assigned to a separate group, as they received experience in implementing the network format in professional teaching activities as teachers. The main method was a quantitative and qualitative content analysis of the text of the students ' essay on the topic "My experience of learning through network technologies", which allowed, using reflexive mechanisms, to identify subjective experiences, features and dynamics of the emotional state, the nature of motivation and attitude to educational and professional activities and its subjects, trends in educational and professional communication. As a result of the study, it was found that the network format of training, as a special reality in 2020, has significantly affected the nature and perception of students' professional learning outcomes. The 6 most intensely experienced by students subjectively perceived features of the distance, network learning format were identified. High-quality professional education requires, to a large extent, direct personal contact and living in a co-existing educational and professional community, as a space of "subject meeting". Educational and professional community, educational and practical activities, direct educational and professional communication largely determine the formation of professional subjectivity in future teachers.