Letra : A Teacher Training Program Based on the Adoption of Different Roles
Keywords:
teacher training program, professional development, teacher educationAbstract
The aim of this text is to present a teacher training program that seeks to support changes by the trained teachers in their own practice. This change in practice is made possible by the fact that teachers assume four successive roles in the training program: Learner, Engineer, Teacher/Observer, Reflective Analyst (LETRA). LETRA has been tested several times with the same results. The design of the program is presented in the text, step by step. The views of participants are also highlighted.
References
Altet, M. (2004). L’analyse de pratiques en formation initiale des enseignants: développer une pratique réflexive sur et pour l’action réflexive [Analysis of practices in initial teacher training: developing reflective practice on and for reflective action]. Education permanente: l’analyse des pratiques, 160, 101–111.
Bocquillon, M., & Derobertmasure, A. (2018). Porter un regard réflexif sur sa pratique. Oui, mais comment ? Vers une didactique de la pratique réflexive. [Taking a reflective look at one’s practice. Yes, but how? Towards didactics of reflective practice] In C. Van Nieuwenhoven, C. Colognesi, & S. Beausart (Eds.), Accompagner les pratiques des enseignants. Un défi pour le développement professionnel en formation initiale, en insertion et en cours de carrière (pp. 81-104). Louvain-la-Neuve : Presses Universitaires de Louvain.
Chi, M.T.H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823
Colognesi, S. (2017). Un dispositif de recherche-formation sur l’enseignement/apprentissage de l’oral en milieu scolaire : le cas de DIDAC’TIC [A research-training program on oral teaching/learning in schools: the case of DIDAC'TIC]. La lettre de l’AIRDF, 62, 21-26.
Colognesi, S., Deprit, A., Coppe, T., Van Nieuwenhoven, C., März, V., & Hanin, V. (2021). Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills. Sage Open, 11(2), https://doi.org/10.1177/21582440211016897
Colognesi, S., Deschepper, C., Balleux, L., & März, V. (2019). Quel accompagnement des étudiants dans la production d’un texte réflexif, à l’intérieur du travail de fin d’études ? Le cas d’un module de formation des futurs enseignants du primaire [What support for students in the production of a reflexive text as part of their final work? The case of a training module for future primary school teachers]. Formation et pratiques d’enseignement en question, 25, 79-101.
Colognesi, S., & Lucchini, S. (2018). Enseigner l’écriture : l’impact des étayages et des interactions entre pairs sur le développement de la compétence scripturale [Teaching writing: the impact of scaffolding and peer interaction on the development of scriptural competence]. Canadian Journal of Education, 41(1), 514-540. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3136
Colognesi, S., Piret, C., Demorsy, S., & Barbier, E. (2020). Teaching Writing--With or without Metacognition?: An Exploratory Study of 11-to 12-Year-Old Students Writing a Book Review. International Electronic Journal of Elementary Education, 12(5), 459-470.
Colognesi, S., Van Nieuwenhoven, C., Runtz-Christian, E., Lebel, C., & Bélair, L. (2019). Un modèle de postures et d’interventions comme ensemble dynamique pour accompagner les pratiques en situation professionnelle [A model of roles and interventions as a dynamic set to support practices in professional situations.]. Phronesis, 8(1), 5-21. https://id.erudit.org/iderudit/1066581ar
Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment (CEFRL).Cambridge: Cambridge University Press. https://www.coe.int/en/web/common-european-framework-reference-languages
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53. https://www.ascd.org/el/articles/teacher-learning-what-matters
Frenay, M., & Bédard, D. (2006). Le transfert des apprentissages [The transfer of learning]. In E. Bourgeois & G. Chapelle (Eds.), Apprendre et faire apprendre (pp. 123-136). PUF.
Geijsel, F., Sleegers, P., Stoel, R., & Krüger, M. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427. https://doi.org/10.1086/593940
Janssen, O., & van Yperen, N. W. (2004). Employees' Goal Orientations, the Quality of Leader-Member Exchange, and the Outcomes of Job Performance and Job Satisfaction. Academy of Management Journal, 47, 368-384. https://doi.org/10.2307/20159587
Tricot, A. (2017). L'innovation pédagogique. Retz.
Vanpee, D., Frenay, M., Godin, V., & Bédard, D. (2010). Ce que la perspective de l’apprentissage et de l’enseignement contextualisés authentiques peut apporter pour optimaliser la qualité pédagogique des stages d’externat [What the perspective of authentic contextualized learning and teaching can do to optimize the pedagogical quality of internships]. EDP Sciences, 10(4), 253-266. https://doi.org/10.1051/pmed/20090330
Vial, M., & Caparros-Mencacci, N. (2007). L’accompagnement professionnel ? Méthode à l’usage des praticiens exerçant une fonction éducative [Professional accompaniment? Method for practitioners with an educational function]. De Boeck.
Vivegnis, I. (2019). Postures d’accompagnement et conceptions: une évidence interrelation? [Accompanying roles and conceptions: an obvious interrelationship]. Phronesis, 8(1-2), 48-63. https://doi.org/10.7202/1066581ar
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 McGill Journal of Education / Revue des sciences de l'éducation de McGill
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca
