La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels
The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach...
Ausführliche Beschreibung
Autor*in: |
Élisabeth Magendie [verfasserIn] Magali Boizmault [verfasserIn] Florence Darnis [verfasserIn] |
---|
Format: |
E-Artikel |
---|---|
Sprache: |
Französisch |
Erschienen: |
2021 |
---|
Schlagwörter: |
---|
Übergeordnetes Werk: |
In: Questions Vives - Université de Provence, 2012, 35(2021) |
---|---|
Übergeordnetes Werk: |
volume:35 ; year:2021 |
Links: |
Link aufrufen |
---|
DOI / URN: |
10.4000/questionsvives.6515 |
---|
Katalog-ID: |
DOAJ042193605 |
---|
LEADER | 01000caa a22002652 4500 | ||
---|---|---|---|
001 | DOAJ042193605 | ||
003 | DE-627 | ||
005 | 20230308055415.0 | ||
007 | cr uuu---uuuuu | ||
008 | 230227s2021 xx |||||o 00| ||fre c | ||
024 | 7 | |a 10.4000/questionsvives.6515 |2 doi | |
035 | |a (DE-627)DOAJ042193605 | ||
035 | |a (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a fre | ||
100 | 0 | |a Élisabeth Magendie |e verfasserin |4 aut | |
245 | 1 | 3 | |a La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
264 | 1 | |c 2021 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. | ||
650 | 4 | |a teacher training | |
650 | 4 | |a training system | |
650 | 4 | |a co-analysis | |
650 | 4 | |a peer tutoring | |
650 | 4 | |a learning | |
653 | 0 | |a Education | |
653 | 0 | |a L | |
700 | 0 | |a Magali Boizmault |e verfasserin |4 aut | |
700 | 0 | |a Florence Darnis |e verfasserin |4 aut | |
773 | 0 | 8 | |i In |t Questions Vives |d Université de Provence, 2012 |g 35(2021) |w (DE-627)869371681 |w (DE-600)2869770-4 |x 1775433X |7 nnns |
773 | 1 | 8 | |g volume:35 |g year:2021 |
856 | 4 | 0 | |u https://doi.org/10.4000/questionsvives.6515 |z kostenfrei |
856 | 4 | 0 | |u https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 |z kostenfrei |
856 | 4 | 0 | |u http://journals.openedition.org/questionsvives/6515 |z kostenfrei |
856 | 4 | 2 | |u https://doaj.org/toc/1635-4079 |y Journal toc |z kostenfrei |
856 | 4 | 2 | |u https://doaj.org/toc/1775-433X |y Journal toc |z kostenfrei |
912 | |a GBV_USEFLAG_A | ||
912 | |a SYSFLAG_A | ||
912 | |a GBV_DOAJ | ||
912 | |a GBV_ILN_11 | ||
912 | |a GBV_ILN_20 | ||
912 | |a GBV_ILN_22 | ||
912 | |a GBV_ILN_23 | ||
912 | |a GBV_ILN_24 | ||
912 | |a GBV_ILN_39 | ||
912 | |a GBV_ILN_40 | ||
912 | |a GBV_ILN_60 | ||
912 | |a GBV_ILN_62 | ||
912 | |a GBV_ILN_63 | ||
912 | |a GBV_ILN_65 | ||
912 | |a GBV_ILN_69 | ||
912 | |a GBV_ILN_70 | ||
912 | |a GBV_ILN_73 | ||
912 | |a GBV_ILN_74 | ||
912 | |a GBV_ILN_95 | ||
912 | |a GBV_ILN_105 | ||
912 | |a GBV_ILN_110 | ||
912 | |a GBV_ILN_151 | ||
912 | |a GBV_ILN_161 | ||
912 | |a GBV_ILN_213 | ||
912 | |a GBV_ILN_230 | ||
912 | |a GBV_ILN_285 | ||
912 | |a GBV_ILN_293 | ||
912 | |a GBV_ILN_370 | ||
912 | |a GBV_ILN_602 | ||
912 | |a GBV_ILN_2014 | ||
912 | |a GBV_ILN_2044 | ||
912 | |a GBV_ILN_2086 | ||
912 | |a GBV_ILN_4012 | ||
912 | |a GBV_ILN_4037 | ||
912 | |a GBV_ILN_4112 | ||
912 | |a GBV_ILN_4125 | ||
912 | |a GBV_ILN_4126 | ||
912 | |a GBV_ILN_4249 | ||
912 | |a GBV_ILN_4305 | ||
912 | |a GBV_ILN_4306 | ||
912 | |a GBV_ILN_4307 | ||
912 | |a GBV_ILN_4313 | ||
912 | |a GBV_ILN_4322 | ||
912 | |a GBV_ILN_4323 | ||
912 | |a GBV_ILN_4324 | ||
912 | |a GBV_ILN_4325 | ||
912 | |a GBV_ILN_4326 | ||
912 | |a GBV_ILN_4338 | ||
912 | |a GBV_ILN_4367 | ||
912 | |a GBV_ILN_4700 | ||
951 | |a AR | ||
952 | |d 35 |j 2021 |
author_variant |
é m ém m b mb f d fd |
---|---|
matchkey_str |
article:1775433X:2021----::aonlsetearefrainntaeeesinnsnopruidpr |
hierarchy_sort_str |
2021 |
publishDate |
2021 |
allfields |
10.4000/questionsvives.6515 doi (DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 DE-627 ger DE-627 rakwb fre Élisabeth Magendie verfasserin aut La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. teacher training training system co-analysis peer tutoring learning Education L Magali Boizmault verfasserin aut Florence Darnis verfasserin aut In Questions Vives Université de Provence, 2012 35(2021) (DE-627)869371681 (DE-600)2869770-4 1775433X nnns volume:35 year:2021 https://doi.org/10.4000/questionsvives.6515 kostenfrei https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 kostenfrei http://journals.openedition.org/questionsvives/6515 kostenfrei https://doaj.org/toc/1635-4079 Journal toc kostenfrei https://doaj.org/toc/1775-433X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 35 2021 |
spelling |
10.4000/questionsvives.6515 doi (DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 DE-627 ger DE-627 rakwb fre Élisabeth Magendie verfasserin aut La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. teacher training training system co-analysis peer tutoring learning Education L Magali Boizmault verfasserin aut Florence Darnis verfasserin aut In Questions Vives Université de Provence, 2012 35(2021) (DE-627)869371681 (DE-600)2869770-4 1775433X nnns volume:35 year:2021 https://doi.org/10.4000/questionsvives.6515 kostenfrei https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 kostenfrei http://journals.openedition.org/questionsvives/6515 kostenfrei https://doaj.org/toc/1635-4079 Journal toc kostenfrei https://doaj.org/toc/1775-433X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 35 2021 |
allfields_unstemmed |
10.4000/questionsvives.6515 doi (DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 DE-627 ger DE-627 rakwb fre Élisabeth Magendie verfasserin aut La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. teacher training training system co-analysis peer tutoring learning Education L Magali Boizmault verfasserin aut Florence Darnis verfasserin aut In Questions Vives Université de Provence, 2012 35(2021) (DE-627)869371681 (DE-600)2869770-4 1775433X nnns volume:35 year:2021 https://doi.org/10.4000/questionsvives.6515 kostenfrei https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 kostenfrei http://journals.openedition.org/questionsvives/6515 kostenfrei https://doaj.org/toc/1635-4079 Journal toc kostenfrei https://doaj.org/toc/1775-433X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 35 2021 |
allfieldsGer |
10.4000/questionsvives.6515 doi (DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 DE-627 ger DE-627 rakwb fre Élisabeth Magendie verfasserin aut La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. teacher training training system co-analysis peer tutoring learning Education L Magali Boizmault verfasserin aut Florence Darnis verfasserin aut In Questions Vives Université de Provence, 2012 35(2021) (DE-627)869371681 (DE-600)2869770-4 1775433X nnns volume:35 year:2021 https://doi.org/10.4000/questionsvives.6515 kostenfrei https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 kostenfrei http://journals.openedition.org/questionsvives/6515 kostenfrei https://doaj.org/toc/1635-4079 Journal toc kostenfrei https://doaj.org/toc/1775-433X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 35 2021 |
allfieldsSound |
10.4000/questionsvives.6515 doi (DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 DE-627 ger DE-627 rakwb fre Élisabeth Magendie verfasserin aut La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. teacher training training system co-analysis peer tutoring learning Education L Magali Boizmault verfasserin aut Florence Darnis verfasserin aut In Questions Vives Université de Provence, 2012 35(2021) (DE-627)869371681 (DE-600)2869770-4 1775433X nnns volume:35 year:2021 https://doi.org/10.4000/questionsvives.6515 kostenfrei https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 kostenfrei http://journals.openedition.org/questionsvives/6515 kostenfrei https://doaj.org/toc/1635-4079 Journal toc kostenfrei https://doaj.org/toc/1775-433X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 35 2021 |
language |
French |
source |
In Questions Vives 35(2021) volume:35 year:2021 |
sourceStr |
In Questions Vives 35(2021) volume:35 year:2021 |
format_phy_str_mv |
Article |
institution |
findex.gbv.de |
topic_facet |
teacher training training system co-analysis peer tutoring learning Education L |
isfreeaccess_bool |
true |
container_title |
Questions Vives |
authorswithroles_txt_mv |
Élisabeth Magendie @@aut@@ Magali Boizmault @@aut@@ Florence Darnis @@aut@@ |
publishDateDaySort_date |
2021-01-01T00:00:00Z |
hierarchy_top_id |
869371681 |
id |
DOAJ042193605 |
language_de |
franzoesisch |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ042193605</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230308055415.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2021 xx |||||o 00| ||fre c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4000/questionsvives.6515</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ042193605</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">fre</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Élisabeth Magendie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="3"><subfield code="a">La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">training system</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">co-analysis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">peer tutoring</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Magali Boizmault</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Florence Darnis</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Questions Vives</subfield><subfield code="d">Université de Provence, 2012</subfield><subfield code="g">35(2021)</subfield><subfield code="w">(DE-627)869371681</subfield><subfield code="w">(DE-600)2869770-4</subfield><subfield code="x">1775433X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:35</subfield><subfield code="g">year:2021</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.4000/questionsvives.6515</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://journals.openedition.org/questionsvives/6515</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1635-4079</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1775-433X</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">35</subfield><subfield code="j">2021</subfield></datafield></record></collection>
|
author |
Élisabeth Magendie |
spellingShingle |
Élisabeth Magendie misc teacher training misc training system misc co-analysis misc peer tutoring misc learning misc Education misc L La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
authorStr |
Élisabeth Magendie |
ppnlink_with_tag_str_mv |
@@773@@(DE-627)869371681 |
format |
electronic Article |
delete_txt_mv |
keep |
author_role |
aut aut aut |
collection |
DOAJ |
remote_str |
true |
illustrated |
Not Illustrated |
issn |
1775433X |
topic_title |
La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels teacher training training system co-analysis peer tutoring learning |
topic |
misc teacher training misc training system misc co-analysis misc peer tutoring misc learning misc Education misc L |
topic_unstemmed |
misc teacher training misc training system misc co-analysis misc peer tutoring misc learning misc Education misc L |
topic_browse |
misc teacher training misc training system misc co-analysis misc peer tutoring misc learning misc Education misc L |
format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
format_main_str_mv |
Text Zeitschrift/Artikel |
carriertype_str_mv |
cr |
hierarchy_parent_title |
Questions Vives |
hierarchy_parent_id |
869371681 |
hierarchy_top_title |
Questions Vives |
isfreeaccess_txt |
true |
familylinks_str_mv |
(DE-627)869371681 (DE-600)2869770-4 |
title |
La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
ctrlnum |
(DE-627)DOAJ042193605 (DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8 |
title_full |
La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
author_sort |
Élisabeth Magendie |
journal |
Questions Vives |
journalStr |
Questions Vives |
lang_code |
fre |
isOA_bool |
true |
recordtype |
marc |
publishDateSort |
2021 |
contenttype_str_mv |
txt |
author_browse |
Élisabeth Magendie Magali Boizmault Florence Darnis |
container_volume |
35 |
format_se |
Elektronische Aufsätze |
author-letter |
Élisabeth Magendie |
doi_str_mv |
10.4000/questionsvives.6515 |
author2-role |
verfasserin |
title_sort |
coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
title_auth |
La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
abstract |
The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. |
abstractGer |
The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. |
abstract_unstemmed |
The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged. |
collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 |
title_short |
La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels |
url |
https://doi.org/10.4000/questionsvives.6515 https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8 http://journals.openedition.org/questionsvives/6515 https://doaj.org/toc/1635-4079 https://doaj.org/toc/1775-433X |
remote_bool |
true |
author2 |
Magali Boizmault Florence Darnis |
author2Str |
Magali Boizmault Florence Darnis |
ppnlink |
869371681 |
mediatype_str_mv |
c |
isOA_txt |
true |
hochschulschrift_bool |
false |
doi_str |
10.4000/questionsvives.6515 |
up_date |
2024-07-04T00:01:22.075Z |
_version_ |
1803604493154123776 |
fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ042193605</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230308055415.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2021 xx |||||o 00| ||fre c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4000/questionsvives.6515</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ042193605</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ66eecd0b79b14d57b1f9e4d798a42ee8</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">fre</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Élisabeth Magendie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="3"><subfield code="a">La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The purpose of this exploratory study is to highlight, in the context of initial teacher training, the possible transformations brought by a training environment based on a situation of peer co-analysis, and thus to find out whether it can offer opportunities for professional learning. The approach seeks to identify the traces of re-elaboration of the experience that emerge from the exchanges carried out by the students during the time of co-analysis. It then consists of identifying the traces of learning in the teaching activity of the trainees. Two students in their second year of the Master’s degree in teaching and training, who had previously been trained in the role of tutor (observer/analyst), took part in the study. The results show that the situation allows them, under certain conditions, to appropriate and consolidate professional knowledge. In particular, the co-constructed proposals should relate to the students’ concerns, respond to problems raised by the tutor, and be formulated by the tutor. The instructor’s assistance also seems necessary. Impacts on training are then envisaged.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">training system</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">co-analysis</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">peer tutoring</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Magali Boizmault</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Florence Darnis</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Questions Vives</subfield><subfield code="d">Université de Provence, 2012</subfield><subfield code="g">35(2021)</subfield><subfield code="w">(DE-627)869371681</subfield><subfield code="w">(DE-600)2869770-4</subfield><subfield code="x">1775433X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:35</subfield><subfield code="g">year:2021</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.4000/questionsvives.6515</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/66eecd0b79b14d57b1f9e4d798a42ee8</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://journals.openedition.org/questionsvives/6515</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1635-4079</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1775-433X</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">35</subfield><subfield code="j">2021</subfield></datafield></record></collection>
|
score |
7.3989286 |