Linking theory and practice: prospective teachers creating fictional classroom discussions

In this contribution we discuss a course for prospective primary school teachers aimed at providing them with theoretical tools that could support their future work. Specif-ically, the course is based on a theory-informed design of tasks for pupils and subse-quent creation of fictional classroom discussions focused on the same tasks. Our re-search questions concern prospective teachers’ reflections on the activities in which they are involved and on the ways in which these activities could promote their pro-fessional development. By means of a qualitative analysis, we highlight categories of prospective teachers’ reflections and interpret these results in terms of levels of awareness.