Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations
Fiche du document
9 août 2019
- ISIDORE Id: 10670/1.3714f9...
- hal: hal-03832739
- doi: 10.1080/19415257.2019.1651753
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1080/19415257.2019.1651753
info:eu-repo/semantics/OpenAccess
Mots-clés
Teacher education pre-service teachers cooperating teachers competence building theoretical studySujets proches
Architectural engineering Construction Buildings--Design and construction Engineering, Architectural building bâtiment monumentCiter ce document
Sébastien Chalies et al., « Mentoring and building professional competences of pre-service teachers: theoretical proposals and empirical illustrations », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1080/19415257.2019.1651753
Métriques
Partage / Export
Résumé
This theoretical study examines the mentoring situation and how it might be adjusted to contribute optimally to building pre-service teachers' competences. The study first presents an original theoretical conceptualisation based on which the dynamics of competence building is defined. This conceptualisation is then empirically illustrated and a discussion follows on how cooperating teachers can organise mentoring activity to more effectively support the self-development of preservice teachers. Last, we argue that a principle of continuity is needed rather than the strict alternation between teacher education at the university and training in the schools.
