Synergies between educational science research and teacher training: An illustration of research as supporting training of future primary school teachers

Abstract

Our contribution highlights the succession of curricular reforms in pre-service teacher education. Indeed, in moving from a three-year diploma course to a Master's degree, the challenge is both to invest research in training curricula and to develop the role of research use among future teachers with a view to improving their practices. After the changes in teacher training are presented, an example of an innovative scheme that combines the results of recent research on effective teaching practices and the transformation of the practices of both trainers and future teachers is given. This innovative system attests to the possibility of collaboration between researchers and teacher trainers, whose expertise can stimulate the appropriation of knowledge from research in improving teaching practices, from initial training onwards.