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Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development

Abstract : This study explores how French-secondary-trainee teachers perceive their professional development over their year-long training. Two research questions are addressed: How prominent is workplace learning in teaching competencies acquisition? Is there a relationship between learning modes and the kind of teaching competencies to be acquired? Four hundred and seventy-three secondary-trainee teachers were asked to complete a questionnaire in which they rated to what extent 28 teaching competencies were being acquired at the end of the one-year training, along with the learning mode of these competencies. The findings suggest that learning on workplace is a multifaceted process that cannot be curtailed to mentoring.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02344720
Contributor : Eric Buhot Connect in order to contact the contributor
Submitted on : Monday, November 4, 2019 - 11:53:34 AM
Last modification on : Friday, March 11, 2022 - 3:26:25 AM

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Laurent Cosnefroy, Eric Buhot. Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development. Teachers and Teaching: Theory and Practice, Taylor & Francis (Routledge): SSH Titles, 2013, 19 (6), pp.679-694. ⟨10.1080/13540602.2013.827456⟩. ⟨hal-02344720⟩

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