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Abstract
Most industrialised countries have adopted training strategies for pre‐service teachers that place experienced teacher guidance centre stage, particularly within the context of regular pre‐service field training sessions. In this article, after analysing the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programmes at the University of Sherbrooke, the authors underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training. They conclude by underlining the importance of supporting the professional development of practising teachers regarding the use of ICT, with the aim of changing practices observed by students in training and optimising the probability of increasing the use of these technologies in their future role as teachers.
Notes
1. Larose, F., T. Karsenti, Y. Lenoir, and G.‐R. Roy. 2001–2004. Formation initiale à l’enseignement primaire, pratiques d’utilisation des Tice en milieu de stage et probabilité de recours pédagogique à l’informatique en insertion professionnelle. Ottawa: Social Sciences and Humanities Research Council, Standard Research Grants Program, grant no. 410‐2001‐0814.
