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121.More information
AbstractThis article presents a study of representations of integration of programme components in initial teacher training in Ontario. The author analyses the objectives and means put in place to encourage this integration. A description of these new programmes and a discussion of the results of interviews with programme administrators follows. The study found that all projects aimed for a better integration of learning for these student-teachers and a better preparation to provide content integration in school. However, the means put in place varied, going from an "interdisciplinary" model to a "fragmented" model. As well, the procedure in elaborating these new programmes was pragmatic in nature and considered didactic and pedagogical aspects, to the exclusion of the curricular plan.
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