Incarner un modèle progressiste : la professionnalisation de l'enseignement à Chicago (1890-1940)
The Making of the Professional Teacher in Progressive-Era Chicago Éducation et savoirs en société
Using Chicago as a case study, this book provides a new historical analysis of Progressive-Era reforms to professionalize teaching and, to a lesser extent, the principalship.
Recherche et formation, n°87/2018
Former pour lutter contre les inégalités
Educating teachers to combat inequality This collection of papers raises a central, yet quite unexplored question: how can teacher education train teachers to fight academic inequality? The contributions emphasize the need to consider context and real teaching practice in order to make schools fairer environments for all students.
Recherche et formation, n°93/2020
L'évaluation de la professionnalisation en formation
The evaluation of professionalisation in training The aim of the texts gathered here is to study the way in which the evaluation of professionalisation in training systems is carried out, particularly in the field of teacher training.
Repères, n°68/2023-2
Nouveaux objets et nouveaux contextes d'enseignement de l'oral
New objects and new contexts in the teaching of oral language Where do we stand with the teaching of oral language? This issue of Repères, devoted to new objects and new contexts in the teaching of oral language, aims to take stock of the progress made in this area, across countries, and through design research and the analysis of teaching practices.
Revue française de pédagogie, n°221/2023
Retour sur les (dés)engagements enseignants
Focus on teachers' (dis)engagements From a socio-historical perspective, this issue proposes to analyse from different angles the changing relationship between teachers and their profession in the light of the social and institutional transformations they are facing. It looks at the notion of teacher engagement or disengagement, distinguishing between the different dimension involved
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