Search results for: Meard Jacques
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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
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