Être auteur de son identité professionnelle : Les enseignants en formation initiale et les modes de connaissance
Mots-clés :
modes de connaissance, croyances épistémologiques, formation des enseignants, identité des enseignants en formation initialeRésumé
Les programmes d’éducation accordent de plus en plus d’importance au développement de valeurs solides pour soutenir le jugement professionnel dans la pratique des enseignants en formation initiale (préservice). La capacité d’intégrer de manière critique plusieurs perspectives est considérée comme une fondation attendue pour les décisions pédagogiques et les responsabilités professionnelles assumées par les enseignants préservice. Cet article détaille une recherche menée afin d’examiner les modes de connaissance des enseignants préservice au fur et à mesure de leur progression dans un programme de baccalauréat en éducation. Les résultats des entrevues semi-structurés sont discutés en matière de soutien au développement intellectuel des enseignants préservice dans les programmes de formation des enseignants, de manière à favoriser l’émergence d’une identité professionnelle enseignante.
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