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Master Thesis

Co-conception de l’outil didactique #Lecturedoc et développement professionnel

Abstract : In this research, I endeavored to highlight the elements of understanding the effects of instrumental self-evaluation of professional development perceived by the teachers-designers of the #Lecturedoc teaching tool. Starting from the observation that teachers do not explain all the personal and professional contributions related to the co-design of an innovative tool, I postulated a priori the influence of the co-development of a self-assessment tool. The latter favors, in fact, a better knowledge and analysis of the impacts of the continued co-design in the use on the professional development of the actors. The research methodology used, with a comprehensive aim, relied on two com-plementary tools: the self-evaluation tool and two series of semi-directive interviews conducted with five teacher-designers. Based on a categorization of the professional development indicators (stemming from the re-search), the analysis of the collected information made it possible to answer the initial hypotheses. Being a teacher-designer of a didactic tool is undoubtedly a lever of multidimensional professional development better appreciated and self-analyzed by the co-designers thanks to a co-constructed self-assessment tool.
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Master Thesis
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Submitted on : Friday, December 6, 2019 - 2:36:34 PM
Last modification on : Tuesday, October 12, 2021 - 5:20:41 PM
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  • HAL Id : dumas-02397263, version 1


Marie Becerra. Co-conception de l’outil didactique #Lecturedoc et développement professionnel. Education. 2019. ⟨dumas-02397263⟩



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