From a teaching team to a learning community school (notice n° 1135209)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01209cam a2200169 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250413035840.0 |
| 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 | Berterreix, Cécile |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | From a teaching team to a learning community school |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 5 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Is it possible to support the emergence of a learning community, a vector for individual professional learning and development, through training course design? This article presents the collective (school-wide) and individual impact of a unique constellation-based training program. The latter was built on the basis of hypotheses that combine elements from a philosophy of collective action (Descombes 2001) and cultural anthropology (Chaliès, 2016). The main results, and their discussion, relate to the circumstances that enable a learning community school to emerge. Beyond that, they highlight how teachers’ commitment to collective activity inherently supports their professional development. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Chaliès, Sébastien |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 14 | 4 | 2025-03-14 | p. 49-74 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2025-4-page-49?lang=en&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2025-4-page-49?lang=en&redirect-ssocas=7080</a> |
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