The article is organized into three categories - knowledge, teaching practices and school reasons - which guide the analysis of the reports produced by future Biology and History teachers in the context of their pre-service education. The needs of the future teachers related to their understanding about the differences between academic knowledge and school knowledge are discussed. The article also focuses on teaching practices under the perceptions and efforts of the future teachers not only when they try to understand these practices but also when they reject teachers' motives and methods employed by them at school. At last, the article addresses future teachers' expectations related to the school and the necessary efforts to understand it, despite the negative perspective of the school context.
teachers' knowledge; pre-service Biology and History teacher education; teaching practice