La formation d’enseignants universitaires nouvellement recrutés : quelles retombées ?
Today the training of teachers in higher education has become a crucial issue. For this reason many higher education institutions are working on implementing faculty development programmes for their teachers. The current research was conducted around these issues. Our article presents the results of...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
2015-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/990 |
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| Summary: | Today the training of teachers in higher education has become a crucial issue. For this reason many higher education institutions are working on implementing faculty development programmes for their teachers. The current research was conducted around these issues. Our article presents the results of a research inquirying into the impact of participating in a educational development programme in 2013-2014 for newly appointed teachers in a French university specialised in sciences and technological sciences. This exploratory research examined two components: a) conceptions of teaching and learning of newly appointed teachers and b) their teaching practices. The results show that taking part in the programme has led most teachers to question their conceptions and, to a lesser extent, to change their teaching practices. |
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| ISSN: | 2076-8427 |