Relationship to the reform of pre-service teacher training in National Higher Institutes for Teaching and Education: Teacher trainers under tension(s)? (notice n° 1068888)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02024cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250206102212.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Françoise, Christine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Relationship to the reform of pre-service teacher training in National Higher Institutes for Teaching and Education: Teacher trainers under tension(s)? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 4 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article looks at the tensions experienced by teacher trainers in National Higher Institutes for Teaching and Education (Instituts nationaux supérieurs du professorat et de l’éducation ; INSPE), following the implementation of the reform of pre-service teacher training (beginning of the 2021 academic year). Thus, the positioning of competitive examinations at the end of the master’s degree has led to the reorganization of training content. A questionnaire survey (n = 725) was conducted in spring 2022. Having defined the place and role of trainers in the professional development of future teachers, the analyses highlighted the tensions present in the respondents’ discourse. This latest reform, between continuity and change, has generated tensions with multiple sources and has forced many trainers to reconsider their activity, judging some of the prescribed measures as paradoxical. The resulting dilemmas have forced these trainers to rethink their priorities, to readjust their practices, and to reconsider their professionalism as well as the meaning of their activities. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher educators/teacher trainers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | tensions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reform |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professionalism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | dilemmas |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher educators/teacher trainers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | tensions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reform |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professionalism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | dilemmas |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Perez-Roux, Thérèse |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 13 | 3 | 2024-03-27 | p. 176-197 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-phronesis-2024-3-page-176?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-phronesis-2024-3-page-176?lang=en&redirect-ssocas=7080</a> |
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