Designer and Developer of Training on Demand: Learning in the Workplace and Its Consequences for Identity Dynamics (notice n° 580750)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01294cam a2200157 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121140503.0 |
| 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 | Clottu, Régine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Designer and Developer of Training on Demand: Learning in the Workplace and Its Consequences for Identity Dynamics |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 26 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Teacher Trainers are expected to analyze training requests in the context of continuing education for teachers, even though their usual activities consist of teaching courses and seminars. We seek to better understand what workplace learning is, and more precisely the nature of this kind of learning and how it is put into practice, as well as to enumerate the individual and situational elements that seem determinant in the observed changes. This article presents elements from two case studies bearing on the practices of two novice trainer-designers when they are involved in design work following a request for training made by a group of professionals. The results show that strong identity concerns are present when first setting out in training design. |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Savoirs | o 35 | 2 | 2014-11-15 | p. 69-84 | 1763-4229 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-savoirs-2014-2-page-69?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-savoirs-2014-2-page-69?lang=en&redirect-ssocas=7080</a> |
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