Training preservice teachers rapidly: The need to articulate the training given by university supervisors and cooperating teachers

Abstract : This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). Remarques philosophiques [Philosophical Investigations]. Oxford: Blackwell.), this study (i) examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations and (ii) proposes ideas for articulating the training work of university supervisors and cooperating teachers.
Type de document :
Article dans une revue
Teaching and Teacher Education, Elsevier, 2010, 26 (4), pp.767--774. 〈10.1016/j.tate.2009.10.012〉
Liste complète des métadonnées

http://hal.univ-reunion.fr/hal-01232352
Contributeur : Réunion Univ <>
Soumis le : lundi 23 novembre 2015 - 13:49:36
Dernière modification le : jeudi 11 janvier 2018 - 17:05:54

Identifiants

Collections

Citation

Sébastien Chalies, Françoise Bruno-Méard, Jacques Méard, Stefano Bertone. Training preservice teachers rapidly: The need to articulate the training given by university supervisors and cooperating teachers. Teaching and Teacher Education, Elsevier, 2010, 26 (4), pp.767--774. 〈10.1016/j.tate.2009.10.012〉. 〈hal-01232352〉

Partager

Métriques

Consultations de la notice

72