Abstract
The primary objective of this study is to enhance our comprehension of the learning and developmental journey of teacher trainees. This involves an exploration of their appropriation-in-action process through an activity analysis based on the course-of-experience framework (Poizat et al. 2023). Our methodology based on situational interviews supported by artefacts, capturing the verbalizations of students who have recently completed their final internship in preschool and elementary education at Laval University in Quebec, between 2021 and 2022. Subsequently, we undertake chronothematic reconstructions of fragmented episodes of activities, thereby illuminating the pathways that guided them towards appropriation-in-action process of tools, actions, and professional knowledge. Three participants initiated appropriation-in-action processes regarding the evaluation of student learning during their internship.
Keywords: appropriation-in-action, assessement, course-of-experience, field practice, pre-service teacher, professional development.