| 000 | 01479cam a2200253 4500500 | ||
|---|---|---|---|
| 005 | 20250112050017.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_ade Simone, Soraya _eauthor |
| 700 | 1 | 0 |
_a Mauroux, Laetitia _eauthor |
| 700 | 1 | 0 |
_a Balslev, Kristine _eauthor |
| 245 | 0 | 0 | _aContents, regulations, and learning processes in reflective writing in work-study programs for aspiring teachers |
| 260 | _c2024. | ||
| 500 | _a64 | ||
| 520 | _aThis paper presents an analysis of twelve learning reviews from four institutional contexts, involving the initial and in-service training of primary and secondary school teachers and mentors in French-speaking Switzerland.. The theoretical framework is based on a cultural-historical approach and identifies phenomena affected by reflective writing and contributing to professional development, such as identity development and regulatory systems. The paper tackles the following questions: How does the writing of learning reviews contribute to professional development? What is the content of these written accounts? What dimensions of the training process does this writing reveal? | ||
| 690 | _ateacher education | ||
| 690 | _alearning outcomes | ||
| 690 | _areflective writing | ||
| 690 | _ateacher education | ||
| 690 | _alearning outcomes | ||
| 690 | _areflective writing | ||
| 786 | 0 | _nPhronesis | 13 | 2 | 2024-03-06 | p. 97-115 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2024-2-page-97?lang=en |
| 999 |
_c196794 _d196794 |
||