Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews

Chaliès, Sébastien; Ria, Luc; Bertone, Stefano; Trohel, Jean; Durand, Marc

doi:10.1016/j.tate.2004.09.001

Cited by 60 publications

(36 citation statements)

References 21 publications

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“…Collaborative mentoring process was also realized in the form of pre-conferences, observation, and post-conferences between the mentee and school/university mentor to improve mentee's development and the quality of ITEP (Shieveley & Poetter, 2002). While collaboration through post-observations provide a means of professional collaboration for both school mentors and mentees (Chalies, Ria, Bertone, Trohel, & Durand, 2004), communicating feedback through professional dialogues during post-observation conferences foster self-regulated learning and professional growth (Tang & Chow, 2007).…”

Section: Conceptualizing Collaborative Mentoringmentioning

confidence: 99%

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

Kuter

2016

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KeywordsThis study aimed to examine how a collaborative mentoring model (CMM), incorporating dyadic and tripartite conferences, influenced the mentees' and school mentors' professional development in a practicum in a teacher education program. A qualitative-evaluative case study was adopted to gather in-depth data for the comprehensive examination of the contributions of the model on the participants' growth. A strategy of data and methodological triangulation was employed through semistructured interviews, autobiographies and reflective journals to better understand the phenomenon under investigation and contribute to the trustworthiness of the study. Multiple data were analyzed through content analysis, putting emphasis on creating predetermined categories so as to promote the feasibility of the replication of the study. The findings triangulated revealed that participants found mentoring influential on the development of their personal and professional skills. The findings also displayed certain instructional and programmatic implications critical to be considered for the improvement of the mentoring process.Collaborative mentoring Teacher education programProfessional development Dyadic and tripartite conferencesArticle Info

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Section: Conceptualizing Collaborative Mentoringmentioning

confidence: 99%

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

Kuter

2016

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“…Les entretiens de conseil pédagogique sont considérés comme efficaces lorsqu'un partenariat réflexif et collaboratif est établi (Chaliès, Ria, Bertone, Trohel, & Durand, 2004 ;Fairbanks, Freedman & Kahn, 2000), permettant l'analyse conjointe des difficultés professionnelles des EN (Feiman-Nemser, 2001 ;Hasher, Cocard, & Moser, 2004). Les CP aident ainsi les EN à construire un point de vue personnel sur les questions d'apprentissage ainsi que sur leur propre « teaching style » (Pajak, 2001), tout en tissant des liens avec les savoirs théoriques dispensés à l'Université (Ottesen, 2007).…”

Section: -Se Former En Alternance : L'efficacité Discutée Des Pratiunclassified

“…Le point commun de la quasi-totalité des dispositifs de formation, est qu'ils organisent l'apprentissage du métier enseignant à partir de pratiques réflexives censées développer chez les EN le pouvoir d'analyse de leur expérience d'enseignement (Bertone, Méard, Ria, Euzet & Durand, 2003 ;Parsons & Stephenson, 2005 ;Ward & McCotter, 2004), la construction de connaissances professionnelles (Chaliès, et al, 2004 ;Meijer, Zanting, Verloop, 2002 ;Oosterheert & Vermount, 2003 ;Ponte, Ax, Beijaard, & Wubbels, 2004) et leur pouvoir d'action en classe (Bertone, et al, 2006 ;Clarke, 2006 ;Feiman-Nemser, 2001). Cette littérature apparaît toutefois comme hétérogène à l'égard des paradigmes théoriques et méthodologiques retenus.…”

Section: -Se Former En Alternance : L'efficacité Discutée Des Pratiunclassified

“…Corollairement, on constate la présence de résultats contrastés, et parfois même contradictoires, qui ne permettent pas de discuter en profondeur la validité du postulat selon lequel il est possible de transformer les conceptions et/ou les pratiques professionnelles en faisant du travail réalisé en classe un objet de pensée et d'interlocution en dehors de son contexte de réalisation. Qui plus est, rares sont les études qui s'attachent à documenter et/ou discuter ce postulat par la production de données empiriques, même si des résultats existent qui montrent la dynamique intrapsychique de l'activité décisionnelle et des préoccupations des EN en classe (Ria, Sève, Saury, Theureau, & Durand, 2003), sous l'effet des interactions de formation (Bertone, et al, 2003) et au cours de ces dernières (Chaliès, et al, 2004 (Leontiev, 1984 ;Rubinstein, 2007) en classe avec l'accroissement de leur efficacité professionnelle.…”

Section: -Se Former En Alternance : L'efficacité Discutée Des Pratiunclassified

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La réflexivité comme instrument de formation par l’alternance et de développement de l’activité professionnelle des enseignants

Bertone¹,

Saujat²

2013

activites

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International audienceCet article s’inscrit dans le cadre d’un programme de recherche destiné à évaluer la rénovation de la formation initiale des enseignants en France. Il étudie les conditions d’une formation fondée sur la réflexivité des Enseignants Novices (EN). Les résultats montrent que le développement de l’activité professionnelle des EN s’accompagne d’un processus de resignification de leur expérience suivant deux voies : (a) la mobilisation de concepts professionnels issus des interactions de formation ; (b) les affects suscités, au cours d’entretiens d’autoconfrontation, ayant permis aux EN de découvrir leurs préoccupations et de remobiliser les concepts proposés par les tuteurs

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“…On that account, for them, he is considered as a model who has an impact on their attitudes and their behavior, as well as on the conception which they have on teaching and on their privileged teaching style. (Chaliès, Ria, Bertone, Trohel, & Durand, 2004). Consequently, it is essential to better know the prevailing roles in accompaniment for which Tunisian cooperative teachers give the highest level of importance.…”

Section: Introductionmentioning

confidence: 99%

Identification of Prevailing Roles to Which Tunisian Cooperative Teachers (CT) Attach a Big Importance in Accompanying Teacher Students (TS)

Melki¹,

Bouzid²,

Hawani³

et al. 2016

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Training experience is an important part in the initial training of future teachers of Physical education (PE). The practice part of training is ensured at the same time by a university professor (UP) and a cooperative teacher from the school environment (CT). This latter ensures the teacherstudent's training, supervision and evaluation. He is usually selected according to his experience, his skills and his professional qualities. However, the recruitment of these mentors is considered as a serious challenge, since in Tunisia each teacher has the choice of being a mentor. Thus, it is important to have a better insight of the prevailing cooperative roles to which the Tunisian cooperative teachers grant the highest significance. This study has been achieved in the framework of a preparatory training to professional life for the teaching of physical education. It consists in an exploratory research. In order to discern the cooperative teachers' perceptions toward their contribution in the training of teacher-students, we have performed semi-directed interviews with 5 cooperative teachers. On that account, the interview analysis results highlight five major roles to which the cooperative teachers attribute a huge importance; 1) checking the planning quality of the courses supplied by the teacher-student; 2) observing the proceeding of the unfolding of the period; 3) urging the teacher-student to assume his responsibility; 4) assisting him to find solutions and finally; 5) exchanging ideas with the teacher-student.

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Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews

Cited by 60 publications

References 21 publications

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

La réflexivité comme instrument de formation par l’alternance et de développement de l’activité professionnelle des enseignants

Identification of Prevailing Roles to Which Tunisian Cooperative Teachers (CT) Attach a Big Importance in Accompanying Teacher Students (TS)

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