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Tutorat collectif et renversement de la logique de formation. : Le tutorat : quelles pratiques pour quels enjeux

Abstract : Based on an experience of teacher training in reflexive analysis in the Val d'Aosta, the article shows the specificities of a system based on a form of collective tutoring, articulating complex dimensions and different levels of mentoring. The helping relationship becomes a sine qua non of the social learning process, which emphasizes teacher professionalism, and transforms the pedagogical relationship and educational situations. This practice confers autonomy on the learner and inscribes it in a process of continuous formation.
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https://hal-amu.archives-ouvertes.fr/hal-01440537
Contributor : Michel Floro <>
Submitted on : Thursday, January 19, 2017 - 1:01:46 PM
Last modification on : Tuesday, October 20, 2020 - 3:10:47 AM
Long-term archiving on: : Thursday, April 20, 2017 - 1:25:41 PM

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Michel Floro, Maria Vincenza Raso. Tutorat collectif et renversement de la logique de formation. : Le tutorat : quelles pratiques pour quels enjeux . Éducation permanente, Arcueil : Éducation permanente, 2016, Le tutorat quelles pratiques pour quels enjeux ?, 2016/1 (206). ⟨hal-01440537⟩

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