| 000 | 01282cam a2200181 4500500 | ||
|---|---|---|---|
| 005 | 20250223003342.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aCharles, Frédéric _eauthor |
| 700 | 1 | 0 |
_a Chauvet-Chanoine, Céline _eauthor |
| 700 | 1 | 0 |
_a Bisault, Joël _eauthor |
| 245 | 0 | 0 | _aPre-school teacher specialisation in light of the science and technology curriculum |
| 260 | _c2025. | ||
| 500 | _a26 | ||
| 520 | _aThis article explores the concept of specialism from a double perspective: in the case of preschool teachers and the prescribed domain, “discovering the living word and the world of objects and matter”. From a theoretical perspective of curriculum didactics, investigations were conducted at various scales (macro, medium and micro) and achievement levels (prescribed, described, carried out) from the complementary corpus: national prescriptions, preparation sheets, questionnaires, and classroom observations. Analysis of these corpora allows us to characterise professional skills and identities that outline preschool teachers’ specialism. | ||
| 786 | 0 | _nRecherche & formation | o 99 | 1 | 2025-02-18 | p. 179-191 | 0988-1824 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-recherche-formation-2022-1-page-179?lang=en&redirect-ssocas=7080 |
| 999 |
_c1079342 _d1079342 |
||