Le stage d'enseignement: Un milieu d'emancipation
DOI:
https://doi.org/10.11575/jet.v30i2.52425Abstract
This article examines how practice-teaching can become an opportunity for growth for student teachers. The authors situate their model of student teaching which facilitates reflective practice within their theory of teacher education. Reflection on their experiences with collaborative practiceteaching permits them to understand successful collaborative practiceteaching and how it becomes an opportunity for professional growth. This grounded knowledge assists them in their questioning of the reality of practice-teaching as it currently exists.
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