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

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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. © 2013 © 2013 Taylor & Francis.

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Cosnefroy, L., & Buhot, E. (2013). Workplace learning impact: An analysis of French-secondary-trainee teachers perception of their professional development. Teachers and Teaching: Theory and Practice, 19(6), 679–694. https://doi.org/10.1080/13540602.2013.827456

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