From the theory of conceptual fields to professional didactics for the training of teachers: Contribution of psychology and sociology to the analysis of pedagogical practices

Abstract

This article presents a reflection on the role and on the function of psychology and of sociology for the formation of teachers of children education and of the initial grades of elementary education. Inspired by the professional didactics and by the theory of the conceptual fields of Gérard Vergnaud, we propose an analysis of prototypical situations in initial experiences of in-service teachers at the moment of their first contact with the pupils in a period of training situation. Departing from the principle that a situation cannot be understood by a single concept, we will use the interconnection of concepts of psychology and sociology to illustrate how this approach can be a pertinent instrument for the understanding of pedagogical practices, thus contributing for the field of research of professional didactics and for the formation of teachers.

Key words: professional didactics, teacher training, schema, habitus