Benefits and challenges of active learning classrooms in cegeps, according to teachers and students: First-iteration results of a design-based study

Benefits and challenges of active learning classrooms in cegeps, according to teachers and students: First-iteration results of a design-based study

• Vincent Boutonnet, Université du Québec en Outaouais, Canada

doi : https://dx.doi.org/10.18162/fp.2018.462

Résumé

This research aims to describe and analyze how history preservice teachers plan to use teaching resources and what functions they assign to these resources in order to foster historical thinking as compared to in-service teachers. Preservice teachers and teachers seem to share several functions attributed to teaching resources, including reference and illustration. Moreover, the essential dimensions of historical thinking seem to be rejected (historiographic debate, analysis of contradictory sources, etc.). We discuss the success of preservice teachers training who should choose more critical functions assigned to history teaching in high school.

Abstract

This research aims to describe and analyze how history preservice teachers plan to use teaching resources and what functions they assign to these resources in order to foster historical thinking as compared to in-service teachers. Preservice teachers and teachers seem to share several functions attributed to teaching resources, including reference and illustration. Moreover, the essential dimensions of historical thinking seem to be rejected (historiographic debate, analysis of contradictory sources, etc.). We discuss the success of preservice teachers training who should choose more critical functions assigned to history teaching in high school.