| 000 | 01258cam a2200181 4500500 | ||
|---|---|---|---|
| 005 | 20250223003341.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aTortochot, Éric _eauthor |
| 700 | 1 | 0 |
_a Olympio, Noémie _eauthor |
| 700 | 1 | 0 |
_a Hache, Caroline _eauthor |
| 245 | 0 | 0 | _aEpistemological and ethical issues of participatory action research in the professional development of English teachers in vocational training courses |
| 260 | _c2025. | ||
| 500 | _a19 | ||
| 520 | _aIn French vocational secondary schools, the CAP is an initial degree which struggles to mobilise many students and even teachers, particularly in general education. Could participatory action research aimed at the collaborative design of a diagnostic assessment with trainee English teachers help to reengage them, and at what cost? The epistemological and ethical stakes are twofold: the production of appropriate knowledge around the hardly consensual boundary issue of assessment and the effects of such knowledge on the communities of practice involved in the project. | ||
| 786 | 0 | _nRecherche & formation | o 99 | 1 | 2025-02-18 | p. 69-86 | 0988-1824 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-recherche-formation-2022-1-page-69?lang=en&redirect-ssocas=7080 |
| 999 |
_c1079334 _d1079334 |
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