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État de publication: Publiée (2017 )
Type de présentation: Paper presented in a Working group roundtable
Nom de la rencontre: 5th International Congress of ISCAR
Lieu: Québec, Canada
URL: https://iscar17.ulaval.ca/sites/iscar17.ulaval.ca/files/book_of_abstracts_feb2018.pdf
Résumé: Given the effort invested in workplace professional development programs, professional learning, as it takes place in context, should be examined closely to help inform the design of training mechanisms that will truly contribute to professional development. In particular, given the interest and growth in the use of video for the development of reflective practice among professionals, it appears relevant to further examine video-based mechanisms. Teacher education constitutes a fertile ground in this regard. This article thus presents a systematic review of the literature on the use of video for the professional development of teachers, particularly regarding their ability to reflect on their own teaching practices. To this end, 89 articles published in the last 15 years were analyzed to bring out the participants’ learning, in terms of both the learning process itself and its effects. Our findings show that video-based training mechanisms lead to significant learning, at least in the medium term, but that the collaborative dimension of learning could be further explored. Ways to support the professional development of clinical supervisors will be submitted for discussion.
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