Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs

Abstract : The international scientific literature shows the reality of teachers' informal learning in the workplace, within schools. However, these learnings have several limitations and are of lower quality than those that are carried out in an organized environment. The purpose of this research is precisely the professional development of experienced teachers through a professional development program that considers their informal learning.This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose main theoretical assumptions are borrowed from the philosophy of ordinary language (Wittgenstein, 2004). It was conducted within the framework of two innovative training devices allowing an experienced teacher (the peer trainer) to ostensibly teach one of his specific practices considered effective to an experienced peer teacher (the trained peer). The main research results show the modelling of the professional activity of peer trainers and thus contribute to documenting international research on informal learning by primary school teachers. They also show the learning of new professional practices from trained peers understood as the acquisition of new rule systems. Finally, the results show the professional development of the trained peers understood as the interpretation of the rules learned in new circumstances as well as the reflexive development of the professional activity of the trained peers.
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Jean Stéphane Talérien. Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs. Education. Université de la Réunion, 2018. Français. ⟨NNT : 2018LARE0037⟩. ⟨tel-02076365⟩

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