Intervenir auprès des enseignants en formation pour favoriser un développement global (notice n° 781659)
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| fixed length control field | 02154cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123112521.0 |
| 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 | Buysse, Alexandre A.J. |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Intervenir auprès des enseignants en formation pour favoriser un développement global |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 1 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Dans cette contribution théorique, nous tentons d’interpréter la notion de développement professionnel en fonction de concepts issus du développement cognitif. Ceci nous amène à considérer la formation des enseignants comme devant permettre l’élaboration de compétences, mais aussi comme devant également favoriser le développement de nouvelles structures cognitives. Nous explorons les notions théoriques liées à certains processus apparaissant dans les écrits réflexifs des étudiants et nous proposons des démarches pouvant favoriser certaines dimensions du développement professionnel global de l’apprenant, notamment l’apprentissage autorégulé, la centration sur certaines préoccupations et la prise en compte de certaines informations. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In this theoretical contribution, we interpret the notion of professional development in the light of concepts coming from cognitive development. This brings us to consider teacher training as not only having to allow the elaboration of skills, but also as having to encourage the development of new cognitive structures. We explore the theoretical concepts in relation with certain processes revealed by the reflexive texts of the students. Finally, we propose ways that could foster certain dimensions of global professional development in learners, among which self-regulated learning, the focus on certain concerns and taking into account certain types of information. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement professionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 7 | 4 | 2019-02-06 | p. 20-35 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2018-4-page-20?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2018-4-page-20?lang=fr&redirect-ssocas=7080</a> |
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