La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel
Student teachers struggle to relate knowledge issued from research (KFR) to that from teaching practice (Altet, 2010). However, as well as knowledge issued from practices, KFR are resources with potential for use (Perrenoud, 2001). Student teachers need training to exploit the KFR in order to mitiga...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2017-09-01
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/2555 |
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| author | Josianne Caron Liliane Portelance |
| author_facet | Josianne Caron Liliane Portelance |
| author_sort | Josianne Caron |
| collection | DOAJ |
| description | Student teachers struggle to relate knowledge issued from research (KFR) to that from teaching practice (Altet, 2010). However, as well as knowledge issued from practices, KFR are resources with potential for use (Perrenoud, 2001). Student teachers need training to exploit the KFR in order to mitigate the shock when they are confronting the reality of the school, and they ask for their cooperating teachers support (Desbiens, Borges and Spallanzani, 2012). The latter have few opportunities to meet and exchange and they have few scientific references to guide their actions with the student teacher (L’Hostie, Monney and Nadeau-Tremblay, 2013). Their needs have been identified (Caron and Portelance, 2017). Those needs have been taken into account in a collaborative research within a professional co-development group (Payette and Champagne, 2010). In the following text, the emphasize is on the collective identification of the practices and the intentions of use of KFR by a associate teacher in her reflective supervision of a student teacher. |
| format | Article |
| id | doaj-art-1361aef22a0e45ef9927b3f2df1dab99 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2017-09-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-1361aef22a0e45ef9927b3f2df1dab992025-01-30T13:39:39ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922017-09-014510.4000/edso.2555La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnelJosianne CaronLiliane PortelanceStudent teachers struggle to relate knowledge issued from research (KFR) to that from teaching practice (Altet, 2010). However, as well as knowledge issued from practices, KFR are resources with potential for use (Perrenoud, 2001). Student teachers need training to exploit the KFR in order to mitigate the shock when they are confronting the reality of the school, and they ask for their cooperating teachers support (Desbiens, Borges and Spallanzani, 2012). The latter have few opportunities to meet and exchange and they have few scientific references to guide their actions with the student teacher (L’Hostie, Monney and Nadeau-Tremblay, 2013). Their needs have been identified (Caron and Portelance, 2017). Those needs have been taken into account in a collaborative research within a professional co-development group (Payette and Champagne, 2010). In the following text, the emphasize is on the collective identification of the practices and the intentions of use of KFR by a associate teacher in her reflective supervision of a student teacher.https://journals.openedition.org/edso/2555collaborative researchInitial training in educationInternship teachingtheory-practice articulationuse of research knowledgeassociate teacher |
| spellingShingle | Josianne Caron Liliane Portelance La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel Éducation et Socialisation collaborative research Initial training in education Internship teaching theory-practice articulation use of research knowledge associate teacher |
| title | La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel |
| title_full | La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel |
| title_fullStr | La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel |
| title_full_unstemmed | La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel |
| title_short | La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel |
| title_sort | la collaboration entre chercheuse et praticiens dans un groupe de codeveloppement professionnel |
| topic | collaborative research Initial training in education Internship teaching theory-practice articulation use of research knowledge associate teacher |
| url | https://journals.openedition.org/edso/2555 |
| work_keys_str_mv | AT josiannecaron lacollaborationentrechercheuseetpraticiensdansungroupedecodeveloppementprofessionnel AT lilianeportelance lacollaborationentrechercheuseetpraticiensdansungroupedecodeveloppementprofessionnel |