Testing of a training scenario, consisting of improvisation exercises, for the development of interactive skills among teachers in the process of professional integration
Abstract
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.
License
This work is licensed under a Creative Commons Attribution 4.0 International License.