ABSTRACT

In many countries, preservice teachers’ (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.

摘要

在许多国家，职前教师 (PT) 教育计划忽视了将研究与实践联系起来的重要性。协调培训和研究对 PT 来说仍然是个问题，他们在将大学获得的学术知识与他们在课堂上的经验联系起来时经常遇到困难。这种情况阻碍了他们专业技能的发展。以这一观察为出发点，本文的目的是概念化和说明一种替代方法，以便在培训和研究之间建立相互联系，勾勒出基于发展研究的教师教育计划的轮廓。我们首先研究不同的基于培训的研究方法及其各自的局限性，确定基于发展研究的教师教育方法的主要原则和步骤。然后，我们使用实证研究的数据来说明这些原则。最后，我们讨论了在法国实施这种 PT 教师教育方法所需的条件。