Teacher Development as an Outcome of Canadian Studies Curriculum Development
Mots-clés :
teacher development, professional development, curriculum development, Canada Studies Foundation, Canadian studies, teacher participation, curriculum innovation, teacher educationRésumé
Cet article rapporte les conclusions d'une enquête sur le perfectionnement professionnel et personnel des enseignants membres des projets didactiques de la Fondation. Bien que la plupart des conclusions soient fondées sur les réponses à des questionnaires et sur des témoignages personnels, la grande conformité de toutes ces sources valide ces conclusions. L'analyse du matériel révèle qu'à la suite de leur participation la plupart des enseignants ont constaté des améliorations personnelles et professionnelles, éprouvé de la fierté et de la satisfaction face aux résultats, se sentent plus disposés à opérer des changements en éducation, s'intéressent davantage aux théories et aux recherches pédagogiques et ont noté des améliorations dans leur enseignement qui ont été très profitables à leurs élèves.
Références
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
