Formation initiale à l’enseignement de l’histoire : la place du savoir en situation de stage
The theoretical framework of this research is the vocational pedagogy theory (Pastré, 2011) in a comparative perspective (Sensevy, Mercier & Schubauer-Leoni, 2000). This paper aims to describe some results of a qualitative research. The subject is one student of a Teacher Training University in...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2014-04-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/742 |
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| Summary: | The theoretical framework of this research is the vocational pedagogy theory (Pastré, 2011) in a comparative perspective (Sensevy, Mercier & Schubauer-Leoni, 2000). This paper aims to describe some results of a qualitative research. The subject is one student of a Teacher Training University in Switzerland. The focus is the analysis of work activity of this student during his training in a primary school in order to understand the relationship between the different contracts (didactic and training). The results of this research showed a gap between what the student wants to teach and what he knows about this knowledge. It results an activity centered more on doing than on learning. |
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| ISSN: | 2271-6092 |