One can't just enter the classroom and begin to teach!

Pre-service teachers' descriptions on the development of didactic knowledge in social studies by variation theory as guiding principle

Abstract

This study explores how pre-service teachers gain insight into a specific learning theory within the framework of a 7.5 credits course in social studies. The theory-practice divide in teacher education is commonly argued for as problematic. The purpose of the study is therefor to contribute knowledge of how pre-service teachers´ develop didactic knowledge on a theoretical basis. The theoretical framework and structure of the university course is based on variation theory and the students completed field assignments, lesson sequences and wrote reflection assignments. Data in the study consist of the reflection written by the students within the framework of the course. The material consists of 135 pages of written text which analyzes through interpretive phenomenological analysis (IPA). The results reveal that variation theory seems to promote the pre-service teachers´ development of didactic reasoning on a theoretical basis. The pre-service teachers´ discover their future pupils experiences and pre-understanding of the subject content as a fundament for planning lessons in social studies.