Open Access
Issue |
SHS Web Conf.
Volume 52, 2018
ICODOC 2017 : Les ressources mobilisées en interaction
|
|
---|---|---|
Article Number | 01004 | |
Number of page(s) | 11 | |
Section | Les ressources en situation de formation et d’apprentissage | |
DOI | https://doi.org/10.1051/shsconf/20185201004 | |
Published online | 16 October 2018 |
- Arrêté du 1er juillet 2013. (2013). Référentiel des compétences professionnelles des métiers du professorat et de l'éducation. J.O. du 18-7-2013, http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=73066, consulté le 30/08/2017. [Google Scholar]
- Ball D. L. & Cohen D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (eds), Teaching as the Learning Profession: Handbook of Policy and Practice. San Francisco, CA: Jossey-Bass, p. 3-32. [Google Scholar]
- Bertone S. (2016). La force des règles dans l'apprentissage du métier enseignant, Sarrebruck: Éditions Universitaires Européennes. [Google Scholar]
- Bertone S. et Chaliès S. (2015). Construire un programme de recherche technologique sur la formation des enseignants: choix épistémologiques et théoriques. Activités, vol. 12, n° 2, p. 53-72. [https://journals.openedition.org/activites/1088]. [Google Scholar]
- Borko H., Koellner K., Jacobs J., Seago N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM Mathematics Education, vol. 43, n° 1, p. 175-187. [CrossRef] [Google Scholar]
- Consuegra E., Engels N., Struyven K. (2014). Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach. Teaching and Teacher Education, vol. 42, p. 79-88. [CrossRef] [Google Scholar]
- Cour des Comptes (2013). Rapport public thématique « Gérer les enseignants autrement », https://www.ccomptes.fr/fr/publications/gerer-les-enseignants-autrement, consulté le 30/08/2017. [Google Scholar]
- Cour des Comptes (2015). Référé n° 71653 ayant pour objet la formation continue des enseignants, https://www.ccomptes.fr/fr/publications/la-formation-continue-desenseignants, consulté le 30/08/2017. [Google Scholar]
- Grosemans I., Boon A., Verclairen C., Dochy F., Kyndt E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, vol. 47, p. 151-161. [CrossRef] [Google Scholar]
- Kwakman K. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education, vol. 19, n° 2, p. 149-170. [CrossRef] [Google Scholar]
- Lave J. & Wenger E. (1991). Situated Learning. Legitimate peripheral participation, Cambridge: Cambridge University Press. [CrossRef] [Google Scholar]
- Lieberman A. & Pointer Mace D. H. (2008). Teacher learning: the key to educational reform. Journal of Teacher Education, vol. 59, n° 3, p. 226-234. [CrossRef] [Google Scholar]
- Little J. W. (1993). Teachers' professional development in a climate of education reform. Educational Evaluation and Policy Analysis, vol. 15, n° 2, p. 129-151. [Google Scholar]
- Livingstone D. W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. The Canadian Journal for the Study of Adult Education, vol. 13, n° 2, p. 49-72. [Google Scholar]
- Nelson K. (2008). Wittgenstein and contemporary theories of word learning. New Ideas in Psychology, vol. 27, n° 2, p. 257-287. [Google Scholar]
- Ogien A. (2007). Les formes sociales de la pensée. La sociologie après Wittgenstein, Paris: Armand Colin. [Google Scholar]
- Pastorini C. (2011). Ludwig Wittgenstein, une introduction, Paris: Pocket. [Google Scholar]
- Pochard M. et al. (2008). Livret vert sur l'évolution du métier d'enseignant, http://www.education.gouv.fr/archives/2012/refondonslecole/wpcontent/uploads/2012/07/livre_vert_sur_l_evolution_du_metier_d_enseignant_rapport_pochard_janvier_2008.pdf, consulté le 30/08/2017. [Google Scholar]
- Rytivaara A. & Kershner R. (2012). Co-teaching as a context for teachers' professional learning and joint knowledge construction. Teaching and Teacher Education, vol. 28, n° 7, p. 999-1008. [CrossRef] [Google Scholar]
- Stein M. K., Smith M. S., Silver E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, vol. 69, n° 3, p. 237-269. [CrossRef] [Google Scholar]
- Wittgenstein L. (2004). Recherches philosophiques, Paris: Gallimard. [Google Scholar]
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.