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Comment l'université peut-elle soutenir l'apprentissage des enseignants du primaire ? Une analyse de leurs apprentissages en milieu de travail

Abstract : The study reported here describes teachers’ self-regulated learning in relation with the characteristics of the training activities carried out in their workplace. The results indicate these teachers demonstrate an active regulation during the learning process, most often induced by training. The goals and learning strategies are seldom planned and the strategies implemented are varied. They considered that their learning is successful and reported positive emotional reactions, with few modifications to their learning processes. Although all the analyzed trainings have characteristics recognized as effective, they differ in their degree of structure to the advantage of those being more structured.
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https://hal.archives-ouvertes.fr/hal-01278394
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Submitted on : Wednesday, February 24, 2016 - 11:20:29 AM
Last modification on : Wednesday, February 10, 2021 - 10:10:02 AM
Long-term archiving on: : Wednesday, May 25, 2016 - 10:27:22 AM

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Colette Deaudelin, Louis Brouillette, Monique Brodeur, Sonia Lefebvre, Julien Mercier. Comment l'université peut-elle soutenir l'apprentissage des enseignants du primaire ? Une analyse de leurs apprentissages en milieu de travail. Colloque international : Apprendre, Transmettre, Innover à et par l'Université, Groupe de recherche interdisciplinaire IDEFI-UM3D, Jun 2015, Montpellier, France. ⟨10.21409/HAL-01278394⟩. ⟨hal-01278394⟩

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