ISBN : 9782897990848
Year of publication : 2020
Nombre de pages : 217
Langue : Anglais#French</trp-gettext#!trpEnglish#
This book, with its diversity of proposals, sets out useful benchmarks for initial and in-service teacher training. The book is intended as a first step towards dialogue between teachers, trainers and trainees. At present, there is no Quebec publication that deals specifically with planning in secondary schools. This is therefore an opportunity to lay the groundwork for the professional development of those who care about their practices, at a time when responding to the diversity of needs in the classroom is a major concern.
The researchers who have contributed to this book are all committed to linking research, theory and practice. They are concerned with advancing thinking on the implementation of inclusive pedagogy to optimize the potential of all students. In this sense, the ability to plan makes it possible to regulate one's teaching and provide meaningful feedback to students. In this perspective, we hope this book will be a source of inspiration and open the door to creativity in your respective environments.
Geneviève Messier is a regular professor in the Department of Didactics at the Université du Québec à Montréal (UQAM). She is currently conducting research in the fields of university literacy (development of oral communication skills in initial teacher training), practical training (development of planning skills in secondary teaching practicums) and the didactics of oral expression. She is a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE).
Liliane Portelance holds a Ph.D. in educational psychology from the Université de Montréal and is an associate professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières. She is a former high school teacher. After several years of teaching and research in initial and in-service teacher training, she continues to collaborate on associate teacher training and professional integration in teaching. She is a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE).
Nancy Granger is a professor in the Department of Education and Training Management at the Université de Sherbrooke. She is also co-director of the department's microprogram and Diplôme d'études supérieures spécialisées (DESS) en conseillillance pédagogique. Her research work focuses on supporting the various players in the school system in implementing innovative systems from an inclusive perspective. She is currently interested in the roles and functions of resource teachers, co-teaching and the enhancement of literacy skills in educational planning. She is a regular researcher at the Centre de recherche et d'intervention sur la réussite scolaire (CRIRES) and a member of the Réseau PÉRISCOPE (Plateforme Échange, Recherche et Intervention sur la Scolarité : persévérance et réussite).
