Linking theory and practice during a high school practicum: case study of preservice history teachers in Quebec

Abstract

• We need to understand how future teachers make sense of theory and practice during a didactics course and a practicum field experience.
• Different assignments can show us how future teachers think about history teaching and teaching practices.
• Theoretical links are superficial and relate to the nature of assignment even though future teachers demonstrate a progression in their view of teaching practices
• We need to ensure greater coordination between partner schools
• Different assignments foster different modes of reflection on practice and we must encourage this variety.

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.