Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development.

  • Cosnefroy L
  • Buhot E
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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. [ABSTRACT FROM AUTHOR], Copyright of Teachers & Teaching is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email a)

Author-supplied keywords

  • CAREER development
  • EFFECTIVE teaching
  • MENTORING in education
  • PROFESSIONAL education
  • SECONDARY education
  • SECONDARY school teachers
  • STUDENT teachers
  • YOUNG adults
  • mentoring
  • preservice teachers
  • professional development
  • secondary school teachers
  • workplace learning

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  • Laurent Cosnefroy

  • Eric Buhot

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