Student teachers’ perceptions in relation to the support provided by both trainers regarding the articulation between theory and practice

Student teachers’ perceptions in relation to the support provided by both trainers regarding the articulation between theory and practice

• Josianne Caron, Université du Québec à Rimouski, Canada

• Liliane Portelance, Université du Québec à Trois-Rivières, Canada

doi : https://dx.doi.org/10.18162/fp.2017.367

Résumé

In teaching training, students are invited to articulate the theoretical and practical knowledge. Yet, the trainees have difficulty in perceiving and understanding the interdependence of the knowledge. They especially need support to achieve it (Waege & Haugalokken, 2013). What support is then brought by the trainer to the trainee? Six trainees in internship in the secondary sector and their trainers, in various regions from Quebec, participated in an interpretative research. An individual interview with the trainees concerned the perceived support. The data analysis reveals that the strategies of support for the articulation between theory and practice, although dominant at the supervisor, are different and complementary.

Abstract

In teaching training, students are invited to articulate the theoretical and practical knowledge. Yet, the trainees have difficulty in perceiving and understanding the interdependence of the knowledge. They especially need support to achieve it (Waege & Haugalokken, 2013). What support is then brought by the trainer to the trainee? Six trainees in internship in the secondary sector and their trainers, in various regions from Quebec, participated in an interpretative research. An individual interview with the trainees concerned the perceived support. The data analysis reveals that the strategies of support for the articulation between theory and practice, although dominant at the supervisor, are different and complementary.