La contribution des praticiens dans la formation a l'enseignement en milieu universitaire

Authors

  • Fernand Gervais Universite Laval

DOI:

https://doi.org/10.11575/jet.v33i1.52554

Abstract

In this article the author examines the special contribution of in-service teachers when they take responsibility for a teacher education course. The article underlines the main elements of sharing the experiential knowledge by referring to the results of a research study examining the links between theory and practice. This study discusses the use of the "example" as an important part of the teacher's contribution. From the results of the research study, the author has identified three global dimensions regarding the sharing of experiential knowledge; first, the modelling of efficient process, then the transfer of the teacher's work context and, finally, the ethical and moral perspective of the profession. In conclusion, the author details the teachers' best perspective when training their future colleagues.

Author Biography

Fernand Gervais, Universite Laval

Fernand Gervais completed a Ph.D. in Educational Psychology at Laval University where he has been teaching since 1994. He began his university career at the University of Regina where he taught from 1985 to 1994.

Downloads

Published

2018-05-17

Issue

Vol. 33 No. 1 (1999)

Section

Articles

License

The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.

Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.