An Attempt to Categorize Theory-practice Links Made by Teaching Trainees in Their Critical Incidents

An Attempt to Categorize Theory-practice Links Made by Teaching Trainees in Their Critical Incidents

  • Isabelle Vivegnis, Université de Montréal, Canada
  • Judith Beaulieu, Université du Québec en Outaouais, Canada
  • Mylène Leroux, Université du Québec en Outaouais, Canada
  • Sakina Rhofir, Université du Québec en Outaouais, Canada
  • François Vincent, Université du Québec en Outaouais, Canada
  • Vincent Boutonnet, Université du Québec en Outaouais, Canada

doi : https://dx.doi.org/10.18162/fp.2022.720

Résumé

The theory-practice articulation remains complex for teacher candidates in initial teacher education. The evaluation of the implementation of a new practicum modality reveals that various actors involved in practicum placements perceive more theory-practice links in teacher candidates’ work. However, this evaluation did not make it possible to describe the nature of these links. This research explores how students integrate these links into a written work they do during their internship: critical incident. A thematic analysis highlights the sources and types of knowledge concretely called upon in this work.

Abstract

The theory-practice articulation remains complex for teacher candidates in initial teacher education. The evaluation of the implementation of a new practicum modality reveals that various actors involved in practicum placements perceive more theory-practice links in teacher candidates’ work. However, this evaluation did not make it possible to describe the nature of these links. This research explores how students integrate these links into a written work they do during their internship: critical incident. A thematic analysis highlights the sources and types of knowledge concretely called upon in this work.

Keywords

practical training, theory-practice links, sources and types of knowledge, critical incident, exploratory research

To cite this article

Vivegnis, I., Beaulieu, J., Leroux, M., Rhofir, S., Vincent, F. et Boutonnet, V. (2022). An Attempt to Categorize Theory-practice Links Made by Teaching Trainees in Their Critical Incidents. Formation et profession, 30(3), 1-21. https://dx.doi.org/10.18162/fp.2022.720