Étude d'un travail collaboratif de formation professionnelle initiale des enseignants : résultats et propositions

Abstract : This research examines the circumstances in which the collaborative training effort of field tutors/advisors (T) and university academic supervisors/advisors (FU) had an impact on the training of pre-service teachers (ES). After presenting the theoretical foundations of our original approach to teacher training and professional development which draws on Nelson’s (2008) general theory of learning and Wittgenstein’s (1996) collective action theory, this study shows that the reinforcement of the school-university partnership was not sufficient to ensure effective training. Based on its theoretical framework, our study recommends alternatives in terms of how to structure and implement joint effort involving field tutors and university supervisors in order to optimize teacher education.
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Journal articles
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Submitted on : Monday, November 23, 2015 - 1:47:48 PM
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  • HAL Id : hal-01232318, version 1

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Sébastien Chalies, Guillaume Escalié, Stefano Bertone. Étude d'un travail collaboratif de formation professionnelle initiale des enseignants : résultats et propositions. Savoirs : Revue internationale de recherches en éducation et formation des adultes, L'Harmattan, 2012, 29 (2), pp.59--78. ⟨hal-01232318⟩

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