Universal Journal of Educational Research Vol. 5(3), pp. 386 - 395
DOI: 10.13189/ujer.2017.050311
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Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?


Régine Clottu 1,2,*
1 Teaching and Research Units, University of Geneva, Switzerland
2 University of Teacher Education, State of Vaud, Switzerland

ABSTRACT

This research studies the practices related to the conception of training on demand in the field of continuous training of teachers. Training on demand adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals' questions. This paper emphasizes relevant elements based on a case study to show how the trainer who designs the concept takes into account factors present during the conception i.e. the various aspects of context, contents and learners. The method chosen for the research is qualitative and built related to a specific scholar context in which the teachers have difficulties in their daily work specifically in the field of French language. The training design provides various modalities including conferences, discussion groups, and support in the classes in the presence of the pupils. Different measures to support the teachers in regular classes are provided by specialized professionals. As the schoolchildren come from a great number of cultures, speak diverse languages and attend the courses of regular schools near their homes, this original design takes place in an inclusive context and aims at enabling the teachers to develop reflective practice.

KEYWORDS
Adult Education, Demand Analysis, Conception, Design, Inclusive School Context

Cite this paper
Régine Clottu . "Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?." Universal Journal of Educational Research 5.3 (2017) 386 - 395. doi: 10.13189/ujer.2017.050311.