La formation des enseignant·e·s en prise avec les réformes : un rapport au travail (dés)ajusté pour les formateur·trice·s ?
In France, the latest reform of pre-service teacher training (2019), effective at the beginning of the 2021 academic year, has renewed tensions between the respective approaches to professionalization, academicization and certification. The purpose of this article is to explore the reconfiguration o...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artigo |
| Lenguaje: | Francês |
| Publicado: |
Presses universitaires de la Méditerranée
2024-03-01
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| Colección: | Éducation et Socialisation |
| Materias: | |
| Acceso en línea: | https://journals.openedition.org/edso/26620 |
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