Linking Theory and Practice during a High School Practicum: Case Study of Preservice History Teachers in Quebec

Autor/in	Boutonnet, Vincent
Titel	Linking Theory and Practice during a High School Practicum: Case Study of Preservice History Teachers in Quebec
Quelle	In: Journal of Social Science Education, 20 (2021) 3, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Boutonnet, Vincent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Case Studies; Theory Practice Relationship; Practicums; Teaching Methods; Statistics Education; Learning Experience; Preservice Teachers; Teacher Education Programs; High School Teachers; History Instruction; Foreign Countries; Educational Cooperation; Canada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Theorie-Praxis-Beziehung; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Ausland; Education; cooperation; Kooperation; Kanada
Abstract	Purpose: This article presents a case study exploring how future teachers combine scientific knowledge and practical knowledge during a history didactics course and practicum field experience in history teaching in Quebec high schools. Design: Through a thematic analysis of the written assignments submitted during the practicum and conceptual maps designed as part of the didactics course, links between theory and practice are highlighted. Results: Future teachers' referring to different types of knowledge depends on the expectations specified for each written assignment, and shows discourse with little critical distance. However, the concept maps show a more complex representation of teaching practices which can be explained by both the didactics course and the experiential and practical knowledge gained through the practicum. Implications: This composite of experiences puts initial teacher training into perspective along a continuum that requires consolidating university expectations and varying school practices. Closer collaboration is needed between the different actors involved in both theoretical courses and practical training. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01