Main Article Content
In a context marked by various problems, the citizen is called upon to develop various skills necessary to access the labor market, to make choices and to participate in decision-making mechanisms.
However, this is only possible if he is able to analyze and understand the phenomena that make up and structure his environment. Education and teaching should help students develop the forms of understanding and mental habits they need to become compassionate people who can think for themselves and cope with life. To develop such skills, the education system is in high demand to induce such skills. In this context, a parallel development must concern the teacher training system. However, such an evolution implies political choices and accompanying measures, to create the conditions conducive to the training of teachers capable of deploying innovative and evolving teaching projects.
At present, the teacher's function is no longer limited to delivering knowledge in a timid context of submission, but to design and create learning conditions and situations.
In a world marked by globalization phenomena and information and communication technologies, the teacher works in a constantly changing social and economic environment. In such a developing context, professionalization, anticipation and adaptation would be major features of the teacher of tomorrow.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Perrenoud, P. (2001). Mettre la pratique réflexive au centre du projet de formation. Cahiers Pédagogique, 390, 42-45.
Pratte, M. (2007). Valoriser les savoirs d’action. Pédagogie Collégiale, 4, 3.
Ruel, F. ; Désautels, J. & Larochelle, M. (1997). Enseigner et apprendre les sciences : représentations sociales de futurs enseignants et enseignantes. Didaskalia, 10, 51-74.
Schôn, D. (1994). Le praticien réflexif. À la recherche du savoir caché dans l’agir professionnel. Traduit et adapté par J. Heynemand et D. Gagnon. Montréal : Les Éditions Logiques.