Résumés
Résumé
Cet article examine l’interrelation entre l’autorégulation et l’apprentissage collaboratif dans le développement professionnel des enseignants. Pour commencer, un cadre théorique est établi afin de définir le développement professionnel chez les individus comme situé dans la pratique, au sein de communautés d’apprentissage collaboratif. Cette discussion fournit les balises pour décrire deux initiatives consécutives de développement professionnel dans lesquelles les enseignants ont cherché à traduire des principes éducatifs innovants dans la pratique. Un aperçu des deux projets est fourni, accompagné d’un rapport de résultats centrés sur l’enseignement de processus d’apprentissage, et sur comment les enseignants sont arrivés à changer leur pratique à travers leur participation à cette recherche collaborative.
Abstract
This article examines the relationship between self-regulation and collaborative learning in teachers’ professional development. Firstly, the author presents a theoretical frame that defines individual professional development as being present in practices within collaborative learning communities. This discussion provides the criteria for describing two series of initiatives for professional development in which teachers were asked to translate innovative educational principles into practice. The author provides a brief description of these projects and a report of results centred on teaching learning processes and specifically on how teachers changed their practices through their participation in this collaborative research project.
Resumen
Este artículo analiza la interrelación entre la autoregulación y el aprendizaje cooperativo en el desarrollo profesional de los docentes. En primer lugar, se establece un marco teórico con la finalidad de definir el desarrollo profesional en los individuos tal como aparece en la práctica, dentro de comunidades de aprendizaje cooperativo. Este examen facilita las pautas para describir dos iniciativas consecutivas de desarrollo profesional dentro de las cuales los docentes han buscado la manera de aplicar los principios educativos innovadores en la práctica. Se presenta un resumen de los dos proyectos, acompañado de un informe de los resultados centrados en la enseñanza de los procesos de aprendizaje, y en cómo los docentes han llegado a cambiar su práctica por medio de su participación a la presente investigación cooperativa.
Parties annexes
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