International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Flavier Eric
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3 items
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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. More
Published: 2011
Updated: Feb. 25, 2013
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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. More
Published: 2009
Updated: Jan. 31, 2010
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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. More
Published: 2008
Updated: Apr. 08, 2008