Resources Mobilized by Trainees in Teaching : theoretical knowledge plays a small role
In a study conducted about the construction of professional competencies during their teaching practicum, 22 students of second, third and fourth year in secondary education recorded and analyzed lessons with their cooperating teacher and their university supervisor. The methodological approach (Fenstermacher, 1996) allows the students to clarify the bases of their action in the classroom. Le Boterf (2002) and Cochran, DeRuiter and King (1993) categorizations were used to identify the resources evoked by the trainees in their discourse about the manifestation of competences related to the act of teaching, with the help of software for qualitative analysis (QDA Miner). This paper explores the resources revealed by the students and more specifically investigates the lighter role played by theoretical knowledge among those resources.