Experimenting with new pedagogical action models within a professional learning community in vocational education; L'expérimentation de nouveaux modèles d'action pédagogique au sein d'une communauté professionnelle d'apprentissage en formation professionnelle

Abstract

Vocational education aims both to meet economic and social needs. It is expected from teachers that they adapt their pedagogy to vocational education new demands. In this context, the establishment of professional learning communities (PLCs) seems promising. The literature highlights several potential benefits for both teachers and students. The learning process in the PLCs are, however, less studied. The objective of this research is to describe expansive learning actions (Engeström, 1987) of a vocational teachers' PLC. Results indicate that, although issues and analysis are focused primarily on the characteristics of students, members of the PLC have formalized several models of action and transformed their teaching practice collaboratively. © 2017 Canadian Society for the Study of Education.

Keywords

Author Keywords

Vocational education Professional Development Learning Professional learning communities

Index Keywords

Author Affiliations

Université Laval, Quebec, QC, Canada

Funding & Acknowledgements

No funding information

References 10 References

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Experimenting with new pedagogical action models within a professional learning community in vocational education; L'expérimentation de nouveaux modèles d'action pédagogique au sein d'une communauté professionnelle d'apprentissage en formation professionnelle

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