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

Gespeichert in:

Autor*in:	Élisabeth Magendie [verfasserIn] Magali Boizmault [verfasserIn] Florence Darnis [verfasserIn]

Format:	E-Artikel
Sprache:	Französisch

Erschienen:	2021

Schlagwörter:	teacher training training system co-analysis peer tutoring learning

Übergeordnetes Werk:	In: Questions Vives - Université de Provence, 2012, 35(2021)
Übergeordnetes Werk:	volume:35 ; year:2021

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.4000/questionsvives.6515

Katalog-ID:	DOAJ042193605

Internformat


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

Indexfelder

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

Nicht das Richtige dabei?

Schreiben Sie uns!

La coanalyse entre pairs en formation initiale des enseignants : une opportunité d’apprentissages professionnels

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?