| 000 | 01171cam a2200241 4500500 | ||
|---|---|---|---|
| 005 | 20250112045920.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aCortessis, Sandrine _eauthor |
| 700 | 1 | 0 |
_a Deschenaux, Amélie _eauthor |
| 245 | 0 | 0 | _aProfessional legitimacy within vocational teacher training pathways – What traces can be found in personal accounts? |
| 260 | _c2024. | ||
| 500 | _a60 | ||
| 520 | _aIn vocational teacher training programs, we are seeing a growing use of written formalization methods to capture the personal and professional experiences and pathways of trainee teachers. In this context, this study aims to identify, within the personal accounts of trainee professional teachers, the indicators of positive and negative change with regard to their sense of professional legitimacy. | ||
| 690 | _aprofessional legitimacy | ||
| 690 | _apersonal account | ||
| 690 | _avocational teaching | ||
| 690 | _aprofessional legitimacy | ||
| 690 | _apersonal account | ||
| 690 | _avocational teaching | ||
| 786 | 0 | _nPhronesis | 13 | 2 | 2024-03-06 | p. 32-47 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2024-2-page-32?lang=en |
| 999 |
_c196365 _d196365 |
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