A Developmental Research-Based Teacher Education: Designing and Implementing a New Program for Preservice Teachers in France

Autor/inn/en	Escalié, Guillaume; Chaliès, Sébastien; Legrain, Pascal; Moussay, Sylvie
Titel	A Developmental Research-Based Teacher Education: Designing and Implementing a New Program for Preservice Teachers in France
Quelle	In: Teaching Education, 34 (2023) 2, S.194-208 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Legrain, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2022.2066076
Schlagwörter	Foreign Countries; Preservice Teachers; Preservice Teacher Education; Theory Practice Relationship; Professionalism; Masters Programs; Transformative Learning; Partnerships in Education; College School Cooperation; France + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Professionalität; Magister course; Magisterstudiengang; Pädagogische Transformation; Hochschulpartnerschaft; Frankreich
Abstract	In many countries, preservice teachers' (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01