This research studies the specifications of the practices related to the conception of training on demand in the field of continuous training of teachers. Training on demand, has the particularity of adapting itself to the problems of professionals. The analysis of the demand faces the inherent complexity of the different contexts as well as the diversity of the relevant professionals. The concept of training, seeks to articulate the problematic provisions of teachers, in order to enable the development of skills. This oral communication emphasizes relevant elements based on a case study to show how the trainer who design the concept takes into account factors present during the conception i.e the various aspects of context, contents and students. The method chosen for the research is qualitative and built related to a specific scholar context in which the teachers have questions and difficulties in their daily work specifically in the field of french language learning and reading. The design of the concept provides various modalities including conferences, discussion groups, and support in the classes in the presence of the pupils. Attendant measures to support the teachers in regular classes are provided by specialist professionnals. As the schoolchildren come from a great number of cultures, speak diverse langages and attend the courses of regular schools near their homes, this layout takes place in an inclusive context. This layout have the aim in view to enable the teachers to develop reflective practice.
Régine Clottu, University of Teacher Education, Switzerland
Stream: Adult and lifelong learning
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