Abstract
Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in didactics in the French tradition to studying the processes of co-development of the work object, entitled ‘problematic’, by trainer and teachers during training situations in two constellations in different disciplinary and geographical contexts. The methodology combines different levels of analysis in order to document the work of trainers in association with management by leaders, and to ascertain their practical epistemology.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.