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French

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http://hdl.handle.net/20.500.12162/1389

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Initial training in history education: the place of knowledge in a traineeship situation

Abstract

This communication illustrates a research carried out at the High School Pédagogique du Canton de Vaud in Switzerland, which provides initial and continuous training for teachers. With a view to teaching specific professional teaching, the training scheme should be observed in order to understand the professional role of these future teachers in the field in which they are on a traineeship. Trainee teachers are under the supervision of a tutor, who is the full teacher of the classroom, who we will appoint PraFo (Praticien Formateur). This complementary and simultaneous training scheme aims to articulate dual theory and practice. In an effort to analyse work, one of the problems of this research is: what is the student/trainee’s relationship to the objects he/she is required to teach in the traineeship? Are there any forms of “transfer” of knowledge, “ways of doing” or even teaching and educational standards from one training system to another? Our sample consists of 2 HEP trainers, one in mathematics and one in history, 4 students and 3 prafos. Two training seminars were observed and 8 traineeship situations were filmed, 4 in each discipline. Cross-checks and analyses have been carried out between the various research actors. This Communication presents only one part of it. A history course is analysed in this communication. The trainee teacher gave a lesson on stratigraphy. This topic was addressed in the HEP training, during a history seminar, as part of the learning and conceptualisation of time. The method of timing on stratigraphy and di-chronology is presented by the trainer by projecting a transparent one to talk about the work of historian. The episode lasts 6 minutes.

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