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Résumé

Teachers’ learning and teachers’ understanding of learning: issues relating to research and policyReflecting the focus of my own research, this paper relates to teachers’ professional learning or development. This field of study has received much attention in the Anglo-Saxon world; we now know considerably more than we did a couple of decades ago about the contexts in which, and the conditions under which, teachers seem to learn best. But two problems remain: first, policy in the UK has failed to take full account of what research has revealed about teacher learning, and second, there remain gaps in that research-based knowledge because the bases of successful teacher learning have not been sufficiently examined. Drawing on examples from my own work, and drawing parallels with some of the issues discussed in the course of the seminar, I consider how these two problems may be addressed.

"Domaine(s)" et indice(s) Dewey

• Éducation (370)
• Les écoles et leurs activités, enseignement spécialisé, éducation spéciale (371)

Domaine(s)

Intervenants

Édition

• École Normale Supérieure de Lyon
• Institut Français de l'Éducation

Diffusion

Cette ressource vous est proposée par :

• Cette ressource fait partie de
  • Session 1 • hiver 2011