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Supporting French Teachers for a Paradigm Shift in Grammar Education: A Teacher Trainer's Perspective
Author(s) -
Thibeault Joël
Publication year - 2016
Publication title -
new horizons in adult education and human resource development
Language(s) - English
Resource type - Journals
ISSN - 1939-4225
DOI - 10.1002/nha3.20162
Subject(s) - trainer , perspective (graphical) , grammar , pedagogy , mathematics education , professional development , reflection (computer programming) , teacher education , faculty development , sociology , psychology , linguistics , computer science , philosophy , artificial intelligence , programming language
This article presents a series of pedagogical workshops that was offered over two years to a cohort of 50 teachers practising in Ontarian French schools. Focusing on grammar teaching, the workshops’ objectives were to: (a) contribute to the teachers’ development of linguistic knowledge consistent with the grammar under new provincial standards and (b) assist teachers in discovering the socioconstructivist principles which underlie the renewed approaches to grammar teaching. This article is based on one of the teacher trainers’ perspectives; it provides a reflection on the series of workshops and draws upon Shulman and Shulman's (2004) model, which addresses the features of teacher learning in ways that describe, explain, and guide the professional development of teachers.