Search results for: Flavier Eric
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Pre-service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development
This case study examined the professional development of a pre-service mathematics teacher. The objective was to identify the circumstances in which professional activity developed during and as a result of mentoring interactions and classroom teaching experience. The results show that the instructions given by the co-operating teacher, university supervisor, and an experienced maths teacher were resources for this development when they allowed the pre-service teacher to think about her teaching activity and construct more personal actions, adapted to the characteristics of her classroom experience.
Updated: Feb. 25, 2013
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