Testing of a training scenario, consisting of improvisation exercises, for the development of interactive skills among teachers in the process of professional integration
This article deals with qualitative-interpretative research (Savoie-Zajc, 2018), conducted using a collaborative approach (Desgagné, 2001) with teachers in professional integration in Quebec (Canada). The study tests a training scenario composed of improvisation exercises aimed at developing interactive classroom management skills (Pelletier, 2017). In addition to updating a micro-referential of interactive skills, the analysis of group reflective activities allowed documenting the teachers’ perception of their interactive skills and the most effective exercises for developing them.
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