Learning in the Context of a Practicum : a dynamic transformation of one’s own repertoire
Qualitative research was conducted over a four-month period with secondary school teachers-in-training to document the evolution of their professional knowledge. Three sources were used to collect data while data analysis consisted of multiple case studies and content analysis. While implementing their projects, the teachers-in-training had to continuously adapt their way of thinking and teaching in response to unforeseeable problems. The development of a typology for the transforming repertoire of the teachers-in-training helped to understand various viable ways of adapting to teaching in a practical setting.