Social thought and language practices of future teachers of primary school: knowledge built during the traineeship

Social thought and language practices of future teachers of primary school: knowledge built during the traineeship

• Alain Pache, HEP Vaud, Suisse

doi : https://dx.doi.org/10.18162/fp.2017.391

Résumé

The purpose of this article is to understand the nature of the reference knowledge built by future primary teachers (in the state of Vaud) during their traineeship. The approach is to develop the concepts of social thought, worlds and language practices in the context of the teaching of a renewed geography. Various data were collected as part of collaborative design-based research with eight future primary school teachers: ante and post interviews, lesson recordings as well as course materials. The analysis reveal contrasting discourses about the object of study – nutrition – the importance of notions and the crucial role played by the students’ experience. The article ends with a reflection on the contribution of the collaborative research system as well as the notions of alternation and reference.

Abstract

The purpose of this article is to understand the nature of the reference knowledge built by future primary teachers (in the state of Vaud) during their traineeship. The approach is to develop the concepts of social thought, worlds and language practices in the context of the teaching of a renewed geography. Various data were collected as part of collaborative design-based research with eight future primary school teachers: ante and post interviews, lesson recordings as well as course materials. The analysis reveal contrasting discourses about the object of study – nutrition – the importance of notions and the crucial role played by the students’ experience. The article ends with a reflection on the contribution of the collaborative research system as well as the notions of alternation and reference.