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We propose here to broaden the understanding of teachers’ professional development from the notion of registers, originally developed for understanding student learning. In this perspective, we apply the cognitive register to the design of teaching and to its analysis, the cultural register to the v...
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| Autors principals: | , , |
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| Format: | Artigo |
| Idioma: | Francês |
| Publicat: |
Presses universitaires de la Méditerranée
2022-12-01
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| Col·lecció: | Éducation et Socialisation |
| Matèries: | |
| Accés en línia: | https://journals.openedition.org/edso/22147 |
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