Academic Journal
Understanding continuing professional development in work situations: the case of supernumerary teachers in French primary schools.
| العنوان: | Understanding continuing professional development in work situations: the case of supernumerary teachers in French primary schools. |
|---|---|
| المؤلفون: | Maleyrot, Eric |
| المصدر: | Professional Development in Education; Feb2023, Vol. 49 Issue 1, p91-107, 17p |
| مصطلحات موضوعية: | COLLABORATIVE learning, CHILDREN with learning disabilities, LEARNING by teaching, TEAM learning approach in education, JOB sharing, PROFESSIONAL education |
| مصطلحات جغرافية: | FRANCE |
| مستخلص: | This article examines collaboration between teachers in the 'more teachers than classes' (PMQC) French scheme implemented from 2013 in primary schools receiving a high number of pupils with learning difficulties. Based on concepts of teacher professional learning, teachers' shared-work and the learning community, the research aims to highlight the continuing professional development (CPD) the teachers can set up within this scheme which constrains them to collaborate. In an ethnographic survey, the study focuses on three supernumerary teachers (ST) in three similar schools. From the collection of their time schedule, interviews about their experiences over two years in this ST's function and the opinions of teachers in charge of classes in each school about the mandated collaborative work, the findings reveal three modes of work sharing. The analysis of these modes of work help to deepen the multi-causal processes of CPD that, in the PMQC scheme, are contrasted between teacher communities in schools. Finally, the discussion focuses on the relationship between STs' experiences and CPD and then on the possible adaptations to be made to the scheme for practical implications. [ABSTRACT FROM AUTHOR] |
| Copyright of Professional Development in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
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