An Attempt to Categorize Theory-practice Links Made by Teaching Trainees in Their Critical Incidents

An Attempt to Categorize Theory-practice Links Made by Teaching Trainees in Their Critical Incidents

• Isabelle Vivegnis, Université de Montréal, Canada

• Judith Beaulieu, Université du Québec en Outaouais, Canada

• Mylène Leroux, Université du Québec en Outaouais, Canada

• Sakina Rhofir, Université du Québec en Outaouais, Canada

• François Vincent, Université du Québec en Outaouais, Canada

• Vincent Boutonnet, Université du Québec en Outaouais, Canada

doi : 10.18162/fp.2022.720

Résumé

The theory-practice articulation remains complex for teacher candidates in initial teacher education. The evaluation of the implementation of a new practicum modality reveals that various actors involved in practicum placements perceive more theory-practice links in teacher candidates’ work. However, this evaluation did not make it possible to describe the nature of these links. This research explores how students integrate these links into a written work they do during their internship: critical incident. A thematic analysis highlights the sources and types of knowledge concretely called upon in this work.

Abstract

The theory-practice articulation remains complex for teacher candidates in initial teacher education. The evaluation of the implementation of a new practicum modality reveals that various actors involved in practicum placements perceive more theory-practice links in teacher candidates’ work. However, this evaluation did not make it possible to describe the nature of these links. This research explores how students integrate these links into a written work they do during their internship: critical incident. A thematic analysis highlights the sources and types of knowledge concretely called upon in this work.