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Grounded in learning theory and teacher professional development frameworks, the study identifies two key circumstances: instruction is effective when it uses contexts and exemplars tied to the preservice teacher’s experience, and successful classroom follow-through requires monitoring through a community of practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-rules-of-practice-within-the-context-of-the-practicum-triad-a-case-study-of-learning-to-teach/596500/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-rules-of-practice-within-the-context-of-the-practicum-triad-a-case-study-of-learning-to-teach/596500.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the case study aim to determine about preservice teachers' learning?","Question",{"text":112,"@type":113},"It determines the professional development circumstances in which a preservice teacher learns rules of practice during practicum through interaction with a cooperating teacher and a university supervisor.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When is teaching rules of practice described as effective?",{"text":117,"@type":113},"Teaching is effective when it uses contexts and exemplars anchored in the preservice teacher’s experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What support is required before the preservice teacher can follow the rules in the classroom?",{"text":121,"@type":113},"The preservice teacher needs monitoring by the cooperating teacher and the university supervisor within a community of practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596500,1792166063,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Learning‘Rules’of Practice Within the Context of the Practicum Triad: A Case Study of Learning to Teach  \nSébastien Chaliès  \nUniversity of Toulouse  \nGuillaume Escalié  \nUniversity of Toulouse  \nStefano Bertone  \nUniversity of Réunion  \nAnthony Clarke  \nUniversity of British Columbia  \nAbstract  \nThis case study sought to determine the professional development circumstances in which apreservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates of a general theory of learning (Berducci, 2004; Nelson, 2008) and collective action (Wittgenstein, 1996), this study showed that teaching rules of practice is (i) effective when it makes use of contextsand exemplars anchored in the preservice teacher’s experience and,(ii) before the preservice teacher is able to follow the rules in the classroom, he needs to be monitored by the cooperating teacher and university supervisor within a community of practice. These share with the preservice teacher the cognitive background and associated intentions that they bring to the setting and that he does not (yet) have and that he will construct through discourse and actual teaching.  \nKeywords: Teacher training; pre-service teacher; training collective; work rules; learning circumstances.  \nCANADIAN JOURNAL OF EDUCATION 35, 2 (2012): 3-23 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nRésumé  \nCette étude de cas a cherché à déterminer dans quelles circonstances de perfectionnement professionnel un enseignant en formation a appris les règles de pratique (Wittgenstein, 1996) pendant son stage, tout en interagissant avec un enseignant coopératif et le superviseur académique. S'appuyant sur une conceptualisation théorique de perfectionnement professionnel des enseignants basée sur les postulats d'une théorie générale de l'apprentissage (Berducci, 2004; Nelson, 2008) et de l'action collective (Wittgenstein, 1996), cette étude amontré que l'enseignement des règles de la pratique est efficace quand il fait usage des contextes et des modèles ancrés dans l'expérience de l'enseignant en formation et, avant quel'enseignant en formation soit en mesure de suivre les règles dans la classe, il doit être suivi par l'enseignant coopératif et le superviseur académique au sein d'une communauté de pratique. Et ce, afin de transmettre et de partager avec l'enseignant en formation les compétences cognitives et les intentions associées qu'il n'a pas (encore) et qu'il va construire à travers le discours et l'enseignement proprement dit.  \nMots clés: Formation des enseignants; enseignant en formation; formation collective, règles de travail, circonstances d'apprentissage.  \nLearning‘Rules’of Practice Within the Context of the Practicum Triad: A Case Study  \nof Learning to Teach  \n1. Introduction  \nThe aim of this study is to determine in what work training circumstances the collaborative work of university supervisors (USs) and cooperating teachers (CTs) is optimal for enhancing the preparation of preservice teachers (PTs) for their work as practicing teachers. To succeed in answering this question, this study (i) generates questions from the literature based on details of the implementation of the principle of alternating between work and work training, (ii) presents an original framework for looking at the principle of alternating between work and work training, (iii) describes the results of a case study guided by this framework, and (iv) makes propositions to optimize the principle of alternating between work and work training.  \n1.1. The Principle of the Alternating in the Heart of the Reform of the Teacher Training Program in France  \nAs part of a project to standardize university diplomas within the European Union, France is reforming the training programs for PTs. Natio","cbCaiecj8rfVh48V","https://ap.wps.com/l/cbCaiecj8rfVh48V","pdf",430772,21,"English","# Abstract\n# Introduction\n## The Principle of the Alternating in the Heart of the Reform of the Teacher Training Program in France","[{\"question\":\"What does the case study aim to determine about preservice teachers' learning?\",\"answer\":\"It determines the professional development circumstances in which a preservice teacher learns rules of practice during practicum through interaction with a cooperating teacher and a university supervisor.\"},{\"question\":\"When is teaching rules of practice described as effective?\",\"answer\":\"Teaching is effective when it uses contexts and exemplars anchored in the preservice teacher’s experience.\"},{\"question\":\"What support is required before the preservice teacher can follow the rules in the classroom?\",\"answer\":\"The preservice teacher needs monitoring by the cooperating teacher and the university supervisor within a community of practice.\"}]","Learning 'Rules' of Practice Within the Context of the Practicum Triad - A Case Study of Learning to Teach | PDF",1792083192,53]