Practices and teaching knowledge of Normalist students.

Abstract

This article discloses the findings of an ethnographic research on the knowledge gained by Normalist students during their practice in secondary schools to face teaching problems. The aim is to describe and interpret the way these pre-service teachers construct teaching knowledge resulting from the inter-experience and tensions shared with other school agents during their training. The findings reveal some tensions between their Normal school teacher trainers and secondary school mentors who guide their practice. All these are negotiated via their intersubjectivity, and then important knowledge emerges to help them be and perform in their practice schools.