The influence of past experiences on the activity of tutor teachers in training
Bibliographic Data
| ID | 22166281 |
|---|---|
| Authors | Magali Descoeudres (0000-0002-1754-4974, Haute École Pédagogique du Canton de Vaud, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-04-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1330819 |
| OpenAlex | W4393947054 |
| Language | EN |
| References cited | 38 |
This research focuses on the activity of six tutor teachers in training involved in the curriculum of primary student-teachers at the University of Teacher Education in Lausanne, in Switzerland. The post-lesson interviews managed by these tutor teachers in training show that their activity is influenced from past experiences lived as student-teachers and from the training they are following. This research aims to understand and analyze the origin from the tools used to mentor their student-teacher during the post-lesson interviews. The theoretical framework uses the concepts of the clinical activity and the method of self and crossed confrontation interviews. Through the real activity of tutor teachers in training, exposed through the methodologies of self-confrontation, our results highlight the influence of past experiences of tutor teachers in training, as well as the nature of the emotionally significant situations they experienced in the past. The influence in their actual activity as tutor teachers in training and which tools they are using from the training are also presented and discussed
Geography · Mathematics education · Medical education · TUTOR · Educational and Psychological Assessments · Medicine · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
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Encouraging reflective practice in the teacher education practicum
The emotional significant negative events and wellbeing of student teachers during initial teacher training
The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations
Teachers’ emotions and emotional authenticity
Emotions in social interactions in pre-service teachers’ team practica
Teacher burnout and turnover intent
Practicum in teacher education
L’effet des interactions sur le développement de l’activité d’enseignants novices en EPS lors de situations émotionnellement marquantes
La fonction psychologique du travail
Susciter le développement professionnel en étayant la réflexivité en formation continue
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Being pushed out of the career
Cultivating epistemic empathy in preservice teacher education
Research on mentor education for mentors of newly qualified teachers
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
Understanding self perceptions of wellbeing and resilience of preservice teachers
The emotional journey of the beginning teacher
L’expérience professionnelle
Contribution d'une théorie de l'action à la conceptualisation et à l'évaluation des pratiques réflexives dans les dispositifs de formation initiale des enseignants
Investir dans la formation des personnes enseignantes associées pour faire du stage en enseignement un instrument de développement professionnel
| Highly cited | No |
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