Zobrazeno 1 - 10
of 169
pro vyhledávání: '"analysis of professional practice"'
Autor:
Peggy Neville
Publikováno v:
Recherches en Éducation, Vol 53 (2023)
This article focuses on a perseverance support system for school teachers called Encouraged Giving Spaces (EGS). The EGS aim to transform, improve, and better understand the perseverance actions of professionals. In this research, we hypothesized tha
Externí odkaz:
https://doaj.org/article/cc00a1785c014f0d9db3589bce285294
Autor:
Anita Messaoui
Publikováno v:
Recherches en Éducation, Vol 52 (2023)
The most part of teachers' knowledge updating takes place through self-study. This article questions the role of information skills in the professional development of teachers confronted with situations of unprecedented change. Based on the documenta
Externí odkaz:
https://doaj.org/article/d5fd594e251b4840bb750bab375ca020
Autor:
Luc Ria
Publikováno v:
Recherches en Éducation, Vol 52 (2023)
For training purposes, the Neopass© program tracks and models the professional development of educational actors. According to an enactive approach of the activity, three methodologies are mobilized to account for the transformations of the activity
Externí odkaz:
https://doaj.org/article/8edac777a9c747ccb5bb5ddb4ddb9db9
Autor:
Françoise Lantheaume
Publikováno v:
Recherches en Éducation, Vol 52 (2023)
This article deals with the place and meaning of improvisation in the work teachers in France by exploring a corpus of interviews from the perspective of pragmatic sociology and activity analysis. The confrontation between the different discourses of
Externí odkaz:
https://doaj.org/article/825d753ae87541ffa0d558653285c61a
Autor:
Pierre-Alain Filippi
Publikováno v:
Recherches en Éducation, Vol 47 (2022)
The history of teacher training in France has been marked by reforms accompanying major changes in society. The pace of change has accelerated considerably since 1989. This phenomenon of permanent reform is part of a wider movement of governance whic
Externí odkaz:
https://doaj.org/article/8dff6d9fb9d14a53b8b355551f5b4227
Publikováno v:
Recherches en Éducation, Vol 46 (2022)
Historically rooted in the culture of successive reforms in the field of education, the issue of continuing training for Lebanese trainers remains central despite the efforts made by the Ministry of Education and Teaching. Inscribed in this context o
Externí odkaz:
https://doaj.org/article/d82cabe7407549ceb67e2b0fe2d55381
Autor:
Magali Durrieu-Gardelle
Publikováno v:
Recherches en Éducation, Vol 45 (2021)
This contribution examines the potential link between the disciplinary consciousness of teachers and that of their cycle 3 students with regard to the discursive communities they build in grammar. We hypothesize that collaborative research helps to t
Externí odkaz:
https://doaj.org/article/9da75240f45f4e29b37664f4ce16a052
Autor:
Amélie Duguet, Sophie Morlaix
Publikováno v:
Recherches en Éducation, Vol 44 (2021)
This work aims to analyze the effect exerted by the initial and continuous training of secondary school teachers in France on their teaching practices. For this, we carry out a secondary analysis of data from the TALIS survey (Teaching and Learning I
Externí odkaz:
https://doaj.org/article/1ddd0ef22fc443e7bd44252999882236
Publikováno v:
Recherches en Éducation, Vol 44 (2021)
This paper examines the sorts of interactional competences and institutional demands required from students as they engage in complex forms of participation combining work and training pur-poses. It focuses on a series of empirical cases, recorded th
Externí odkaz:
https://doaj.org/article/f6be2995bb3445ea9cb0eeae4dab2eb3
Autor:
Christian Dépret, Lucile Vadcard
Publikováno v:
Recherches en Éducation, Vol 43 (2021)
Our subject of interest is the notion of indicator in the domain of analyzing the activity with a training point of view. While escaping the dualist trap, this concept allows conceiving an individual who doesn’t lay eyes on an objective reality, bu
Externí odkaz:
https://doaj.org/article/a201716199874b40904cdcfbc338be9d