{"id":10258,"date":"2025-04-02T19:05:19","date_gmt":"2025-04-02T19:05:19","guid":{"rendered":"https:\/\/editionsjfd.com\/backup\/produit\/accompagner-lemergence-de-projets-detablissements-apprenants-dans-le-cadre-de-demarches-de-recherche-action\/"},"modified":"2025-06-02T17:18:01","modified_gmt":"2025-06-02T17:18:01","slug":"supporting-the-emergence-of-learner-school-projects-as-part-of-an-action-research-approach","status":"publish","type":"product","link":"https:\/\/jfd.virtualgx.com\/en\/produit\/accompagner-lemergence-de-projets-detablissements-apprenants-dans-le-cadre-de-demarches-de-recherche-action\/","title":{"rendered":"Support the emergence of projects for learning establishments as part of action-research initiatives."},"content":{"rendered":"<div>\n<p style=\"text-align: justify;\">The uniqueness of this book lies in the way in which an action-research approach is combined with a coaching approach through projects carried out in Quebec schools. We propose to illustrate the similarities, differences and complementarity of these three distinct approaches, despite their porous and sometimes elusive boundaries. The book is divided into three sections. The first deals with individual and group coaching, and identifies five key concepts: coaching and practice analysis, project development, reflection and reflexivity, and the art of questioning. The second section illustrates the coaching approach through projects carried out in several school environments between 2012 and 2020. The third section explains an action-research approach to documenting and analyzing these projects, with the aim of creating a learning school. 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