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État de publication: Publiée (2025 )
Type de rapport: Rapport de recherche
Titre de la collection: OSF
Institution: OSF
Résumé: Provide a narrative summary of what is contained in this registration or how it differs from prior registrations. If this project contains documents for a preregistration, please note that here. Background. The Programme-cycle de l’éducation préscolaire (Ministère de l’Éducation, 2023) assigns teachers the responsibility of supporting children’s executive functions (EF) in all classroom situations. While this mandate is grounded in strong scientific evidence, few practical guidelines are provided. In this context, professional development (PD) is a key lever to support the acquisition of new knowledge and practices, notably through researcher-led support. However, this form of support remains poorly defined and underexplored in the scientific literature. Objective. This scoping review aims to identify the characteristics of researcher-led support within PD initiatives designed for preschool teachers. Eligibility criteria. Included studies will focus on PD initiatives targeting preschool teachers and involving a form of support provided by a researcher. Eligible publications include empirical or theoretical studies, in French or English, published in peer-reviewed scientific journals. Studies focusing on other populations (e.g., preservice teachers) or contexts (e.g., early childhood education and care services) will be excluded. Sources of evidence. The literature search will be conducted in four databases: ERIC Education Resources Information Center (Ovid), Education Source (EBSCO), Academic Search Premier (EBSCO), and Web of Science (Clarivate). Search strategies were developed using database thesaurus and an iterative approach in collaboration with a librarian specialized in education. Data selection and charting methods. Study selection will be conducted independently by two team members using Covidence software. Data extraction will follow a framework inspired by the Joanna Briggs Institute and will focus on types of support, underlying goals, the researcher’s role, and implementation modalities. A thematic content analysis, both deductive and inductive, will be conducted to organize the extracted data. Expected results. Findings will be presented in summary tables and narrative descriptions, offering an overview of the characteristics of researcher-led support within PD initiatives aimed at preschool teachers. Conclusion. This scoping review will help clarify a concept that remains underdefined in the literature and provide a better understanding of the researcher’s role in PD initiatives involving support. The findings are expected to inform the design of future PD initiatives for preschool teachers.
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