| 000 | 01209cam a2200169 4500500 | ||
|---|---|---|---|
| 005 | 20250413035840.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBerterreix, Cécile _eauthor |
| 700 | 1 | 0 |
_a Chaliès, Sébastien _eauthor |
| 245 | 0 | 0 | _aFrom a teaching team to a learning community school |
| 260 | _c2025. | ||
| 500 | _a5 | ||
| 520 | _aIs it possible to support the emergence of a learning community, a vector for individual professional learning and development, through training course design? This article presents the collective (school-wide) and individual impact of a unique constellation-based training program. The latter was built on the basis of hypotheses that combine elements from a philosophy of collective action (Descombes 2001) and cultural anthropology (Chaliès, 2016). The main results, and their discussion, relate to the circumstances that enable a learning community school to emerge. Beyond that, they highlight how teachers’ commitment to collective activity inherently supports their professional development. | ||
| 786 | 0 | _nPhronesis | 14 | 4 | 2025-03-14 | p. 49-74 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/revue-phronesis-2025-4-page-49?lang=en&redirect-ssocas=7080 |
| 999 |
_c1135209 _d1135209 |
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