Self-formation in the Process of Teachers Professionalization— Function, Meaning and Significance

Philippe Maubant, Lucie Roger
NOWIS
2015; 1 (1):
ICID: 1173565
Article type: Original article
 
 
We suggest in this paper a reasoning about the implementation conditions of professional learning situations in the context of continuing education. We invite to identify and characterize the proportion of self-training in professional learning situations in the specific context of continuous training schemes for employment teachers.
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