Search results for: Chaliès Sébastien
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The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on their Teaching: A Case Study in Physical Education
This article describes a case study, which documented the influence of preservice teachers’ (PTs') experiences in a Video-Enhanced Training Program (VETP) on their teaching. Specifically, the authors sought to identify the influence of video viewing experiences by examining the PTs’ point of view. The findings revealed that the Video-Enhanced Training Program (VETP) fostered the PTs’ ability to conduct a classroom activity. The authors found that the majority of PTS followed the rule taught in the VETP when they were teaching a lesson. Furthermore, it was found that only when PTs could compare what they had learned with classroom events were they able to give professional credibility to the rule taught by teacher-educators, because only then they could judge the rule’s effectiveness. The findings also show that the PTs’ following the rule in their teaching was influenced by an individual mix of experiences. These findings highlighted the importance of multiplying and diversifying the experiences of learning to follow a rule so that PTs can each shape their own experiential trajectory.
Updated: May. 22, 2018
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
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. Based on theoretical conceptualization of teacher training, this study 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.
Updated: Aug. 17, 2010
Teacher Training by Alternating Classroom Work and Work Analysis: From the Perspective of a Social Conception of Meaning and Action
This article investigates teacher training by the alternation of classroom work and work analysis. The links between these two professional situations have been identified and analyzed from the perspective of a social conception of meaning and action. This approach allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in training evolve in work and/or work analysis situations. The concepts of 'meaning' and 'expectation' are helpful in discussing the empirical data from a research program designed to evaluate the potential for PTs' professional development offered by the alternating work/analysis programs of French University Institutes of Teacher Training.
Updated: Jan. 31, 2010
Effects of collaborative mentoring on the articulation of training and classroom situations: A case study in the French school system
The article explores the effects of collaborative mentoring on the professional development of preservice teachers. The data was gathered from observation and interviews. Findings indicate that in some circumstances collaborative mentoring provides a better articulation than the traditional models of co-preparation and co-evaluation of lessons.
Updated: Apr. 08, 2008