PSYCHOPEDAGOGICAL AND METHODOLOGICAL ANALYSIS OF CONTINUING PROFESSIONAL TRAINING: TOWARDS AN OPTIMIZATION OF DIDACTIC PRACTICES IN EDUCATIONAL SCIENCES

Ala Eddine Bakhouch
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Ala Eddine Bakhouch: University of Gabes: Higher Institute of Arts and Crafts of Tataouine (ISAMT) - Tunisia, University of Sousse: Faculty of Letters and Human Sciences of Sousse (FLSHS) - Tunisia

Annals of the University of Craiova, Series Psychology, Pedagogy, 2024, vol. 46, issue 2, 241-255

Abstract: This article focuses on the methodological and psychopedagogical dynamics underlying teachers' continuing professional training, emphasizing the integration of innovative approaches in educational practices. Based on an analytical review of psychological theories applied to lifelong learning, this study explores the interaction between advanced pedagogical strategies and their application contexts. This contribution aims to propose an updated theoretical framework that can enrich pedagogical practices, validating various intervention models while providing methodological guidelines tailored to the contemporary demands of lifelong training. An empirical and qualitative methodology, based on descriptive analysis of case studies and teacher groups, highlights current trends and optimal improvement methods.

Keywords: Psychopedagogy; Continuing professional training; Didactic methodology; Educational innovation; Theory and practice in education. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2024
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