Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development - Normandie Université Access content directly
Journal Articles Teachers and Teaching: Theory and Practice Year : 2013

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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hal-02344720 , version 1 (04-11-2019)

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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, 2013, 19 (6), pp.679-694. ⟨10.1080/13540602.2013.827456⟩. ⟨hal-02344720⟩
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