| 000 | 01367cam a2200265 4500500 | ||
|---|---|---|---|
| 005 | 20250112052556.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aJoliat, François _eauthor |
| 700 | 1 | 0 |
_a Arcidiacono, Francesco _eauthor |
| 245 | 0 | 0 | _a“Best practices” for drafting professional dissertations at HEP-BEJUNE: a question of the writer’s stance? |
| 260 | _c2021. | ||
| 500 | _a87 | ||
| 520 | _aDrafting a dissertation in teacher education is a writing process that articulates different aspects of knowledge. In this paper, we analyse the entire production of students’ dissertations at HEP-BEJUNE in order to study the writer’s stance and to identify the “best practices” in writing. The comparison of two samples of dissertations was conducted through a mixed method. The results show the heterogeneous nature of autogenic, professional and academic/critical stances that determine the models of “best practices”. | ||
| 690 | _aeducational research | ||
| 690 | _ateacher education | ||
| 690 | _awriting | ||
| 690 | _aknowledge | ||
| 690 | _aeducational research | ||
| 690 | _ateacher education | ||
| 690 | _awriting | ||
| 690 | _aknowledge | ||
| 786 | 0 | _nRecherche & formation | o 93 | 1 | 2021-05-03 | p. 17-32 | 0988-1824 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-recherche-et-formation-2020-1-page-17?lang=en |
| 999 |
_c206963 _d206963 |
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