Abstract
Abstract The pedagogical conception that each teacher assumes when referring to the teaching profession will guide his strategy for working with students. A teacher equally concerned with forming the competencies inscribed in school programs and helping the full flowering of the personality of the students with whom he works could adopt positive pedagogy as a frame of reference. The present work aims to review the principles of positive pedagogy, to nuance the roots of this paradigm in the light of current research and to bring to the fore its potential in terms of educational strategies that can be successfully adapted in the training of art teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
