{"title":"教师职业培训课程规划的概念是如何演变的？词汇分析","authors":"Andréanne R. Gagné, J. Berger","doi":"10.7202/1069772AR","DOIUrl":null,"url":null,"abstract":"Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1000,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"COMMENT LES CONCEPTIONS DE LA PLANIFICATION DES COURS D’ENSEIGNANTS DE LA FORMATION PROFESSIONNELLE EVOLUENT-ELLES ? UNE ANALYSE LEXICALE\",\"authors\":\"Andréanne R. Gagné, J. Berger\",\"doi\":\"10.7202/1069772AR\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.\",\"PeriodicalId\":44124,\"journal\":{\"name\":\"McGill Journal of Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2020-05-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"McGill Journal of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7202/1069772AR\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"McGill Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7202/1069772AR","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
COMMENT LES CONCEPTIONS DE LA PLANIFICATION DES COURS D’ENSEIGNANTS DE LA FORMATION PROFESSIONNELLE EVOLUENT-ELLES ? UNE ANALYSE LEXICALE
Instructional planning is a core professional competence of teachers. Studies illustrated the evolution of beliefs about instructional planning during their training. This paper offers another perspective by positioning teachers’ beliefs during their training in comparison with teacher educators and experienced peers. The results describe the lexicon used by the different groups and its modification during the training. This allows offering implications for teacher training and research on teaching.
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