Collaborate to act, collaborate to learn: the case of a primary school accreditation process as an international school in Quebec

Collaborer pour agir et collaborer pour apprendre: le cas d’une école primaire québécoise en processus d’accréditation à titre d’école internationale

Michel Boyer, Lise Corriveau, Brigitte Gagnon, Chantal Majeau and Serge Striganuk
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Michel Boyer: UdeS - Université de Sherbrooke
Lise Corriveau: UdeS - Université de Sherbrooke
Brigitte Gagnon: UdeS - Université de Sherbrooke
Chantal Majeau: UdeS - Université de Sherbrooke
Serge Striganuk: UdeS - Université de Sherbrooke

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Abstract: This paper aims to describe how, in the process of accreditation as an international primary school, the practices of teachers, management and an educational consultant, invited to collaborate to act and collaborate to learn, evolve. In this process, each cycle team of teachers is committed to develop, pilot and evaluate collaboration of unreleased teaching modules. Collected through semi-structured interviews, observations, meetings and training activities, the results of this action research indicate that learning is primarily the result of socialization and the action through collaboration in the design and implementation of modules and less through activities deliberately and collectively oriented learning and appropriation of new practices.

Keywords: Collaborate to act; collaborate to learn: the case of a primary school accreditation process as an international school in Quebec; collaborer pour agir; collaborer pour apprendre; recherche-action; apprentissage dans et par l’action; pratiques inédites (search for similar items in EconPapers)
Date: 2015-06-30
New Economics Papers: this item is included in nep-cse
Note: View the original document on HAL open archive server: https://hal.science/hal-01187862
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Published in Biennale de l'éducation et de la formation, Jean-Marie Barbier, Jun 2015, Paris, France

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-01187862

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