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Nilsson Pernilla (2009). « From lesson plan to new comprehension : Exploring student teachers' pedagogical reasoning in learning about teaching ». European Journal of Teacher Education, vol. 32, n° 3, août, p. 239–258. En ligne : <http://dx.doi.org/10.1080/02619760802553048>. 
Added by: Feyfant Annie (17 Nov 2009 15:48:02 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/02619760802553048
BibTeX citation key: Nilsson2009
Categories: Enseignants, General
Keywords: formation des enseignants
Creators: Nilsson
Collection: European Journal of Teacher Education
Views: 548/1439
Views index: 19%
Popularity index: 4.75%
URLs     http://dx.doi.org/ ... /02619760802553048
Abstract     
"The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman’s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply and, through such reflection, gain new insights into teaching as being problematic."
Added by: Feyfant Annie  
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