Abstracts
Résumé
Les formateurs d’enseignants font face à des demandes croissantes concernant la promotion et l’autorégulation des apprentissages de leurs étudiants. De telles demandes peuvent entraîner plusieurs dilemmes professionnels résultant de conflits de croyances et de conditions d’enseignement qui prévalent. La présente étude examine comment les formateurs d’enseignants sont engagés dans la promotion de l’autorégulation de l’apprentissage, dans le contexte néerlandais de formation des enseignants. Cette étude examine le sens que revêt pour les formateurs d’enseignants, une utilisation active des approches de l’autorégulation de l’apprentissage. Elle dégage plusieurs dilemmes professionnels auxquels font face les formateurs d’enseignants. Les difficultés que ces derniers vivent lors de l’implantation d’une telle approche semblent être liées à leurs propres orientations, expériences et réflexions professionnelles.
Abstract
Teacher trainers face increasing demands concerning the promotion and the development of self-regulated learning by their students. These types of demands can produce professional dilemmas resulting from conflicts in beliefs and current teaching conditions. This study examined how teacher trainers are involved in the promotion of self-regulated learning in the context of training teachers in the Netherlands. This study examined the meaning that teacher trainers developed through the active use of self-regulated learning approaches. The author notes several professional dilemmas that confront these trainers. The difficulties experienced during the implementation of this approach seemed to be related to their own representations, experiences, and professional reflections.
Resumen
Los formadores de docentes se enfrentan a una demanda creciente en torno a la promoción y a la autoregulación de los aprendizajes de los estudiantes. Tales demandas pueden entrenar varios dilemas profesionales resultantes de conflictos de creencias y de condiciones de enseñanza que prevalen. El presente estudio demuestra cómo los formadores de docentes son comprometidos con la promoción de la autoregulación del aprendizaje, en el contexto neerlandés de formación de docentes. Analiza el significado que tiene una utilización activa de los enfoques de autoregulación y de aprendizaje para los formadores de docentes al mismo tiempo que destaca varios dilemas profesionales que los formadores de docentes enfrentan. Las dificultades que éstos viven al momento de implementar tales enfoques parecen ser ligadas a sus propias orientaciones, experiencias y reflexiones profesionales.
Appendices
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