Professional Didactics as a Framework for Implementing Practical Training
Huard, Valérie
Professional Didactics as a Framework for Implementing Practical Training - 2011.
41
The purpose of this article is to reflect on the construction of a practical training sequence aimed at helping teachers cope with “difficult situations.”Based on models from professional practice in teacher education and, more specifically, from the approach by competencies, we propose an alternative, which uses professional didactics to model the professional problem-situation within the context of the training situation.This discipline is based on an approach to skill development that we explain in the first part of this paper, before going on to describe the modeling of the professional situation dealt with in training.The population that participated in the study was made up of sixty teachers who had attended training courses for in-service teachers at the University Teacher Training Institute ( Iufm) of Aquitaine.
Professional Didactics as a Framework for Implementing Practical Training - 2011.
41
The purpose of this article is to reflect on the construction of a practical training sequence aimed at helping teachers cope with “difficult situations.”Based on models from professional practice in teacher education and, more specifically, from the approach by competencies, we propose an alternative, which uses professional didactics to model the professional problem-situation within the context of the training situation.This discipline is based on an approach to skill development that we explain in the first part of this paper, before going on to describe the modeling of the professional situation dealt with in training.The population that participated in the study was made up of sixty teachers who had attended training courses for in-service teachers at the University Teacher Training Institute ( Iufm) of Aquitaine.
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