| 000 | 01267cam a2200205 4500500 | ||
|---|---|---|---|
| 005 | 20250127222401.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aStumpf, Alexia _eauthor |
| 700 | 1 | 0 |
_a Gremion, François _eauthor |
| 245 | 0 | 0 | _aThe perceived effect of analytical procedures(with or without video) on developing the identity and capacity for reflection of trainee teachers |
| 260 | _c2020. | ||
| 500 | _a15 | ||
| 520 | _aOur research involves a Swiss teacher training college for secondary education. In the “professional practice” module, there are two methods of analysis: one communicated by a filmed sequence and the other by a written narrative. From a student standpoint, we examine the perceived effect of these mechanisms on the development of their identity and capacity for reflection, while focusing more specifically on the added value gained by watching a video about one’s own activity and that of one’s peers. | ||
| 690 | _askill development | ||
| 690 | _apractical training | ||
| 690 | _ainitial teacher education | ||
| 786 | 0 | _nRecherche & formation | o 89 | 3 | 2020-02-11 | p. 109-123 | 0988-1824 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-recherche-et-formation-2018-3-page-109?lang=en&redirect-ssocas=7080 |
| 999 |
_c1052668 _d1052668 |
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