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Article

French

ID: <

10.4000/rfp.4629

>

·

DOI: <

10.4000/rfp.4629

>

Where these data come from
Categories of understanding and methods of professional development among school teachers’ trainers

Abstract

Among all the skills that trainee teachers should gain during initial training, the ability to make “good” use and understand the professional or institutional regulatory framework is critical. This paper intends to study the advice given by trainers to trainee teachers to help them use this framework to a satisfactory standard. Two types of recommendation have been identified. On the one hand, trainee teachers are told to adhere to the standards which teachers abide by. On the other hand, they are also encouraged not to systematically apply these standards and even to distance themselves from them. Inspired by the findings of sociology of professions, we shall attempt to provide new explanations for the tension in the categories of comprehension for professionals working in schools. We shall analyse the ambivalent relationship trainers have to the standards which structure their role by seeing it as a consequence of the professional development strategies available to intermediate professions.

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