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Leblanc, S., & Ria, L. (2014). Designing the Néopass@ction Platform Based on Modeling of Beginning Teachers' Activity. Design and Technology Education: An International Journal, 19(2). http://ojs.lboro.ac.uk/ojs/index.php/DATE/issue/view/170

Abstract : In the context of French teacher training — which does not sufficiently consider the professional problems faced by students when they enter the working world — we developed the Néopass@ction platform in view of proposing a reference base describing the real work of teachers. The platform is designed to serve at the national level as a resource either for web-based training, which the learner does alone, or for instructor-led training conducted in a classroom setting. The first section of this article begins with a description of the main difficulties identified in teacher education in France. It then gives a brief history of videotraining at the international level, followed by a presentation of how video-based training has evolved through the incorporation of the results of activity analysis. The second section describes the design of the Néopass@ction platform following several phases of coordination between research and training, based on theoretical assumptions about possible aids for achieving greater professionalism, and three different levels of activity modeling: real activity on the job, transformations of professional activity, and training trajectories for navigating on the platform. The processes that transform professional activity are precious aids for the "design-inuse" of the platform, which in turn is transformed in the light of professional progress made and the effects of its use on the activity of teachers in training.
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https://halshs.archives-ouvertes.fr/halshs-01092870
Contributor : Luc Ria <>
Submitted on : Tuesday, December 9, 2014 - 4:18:59 PM
Last modification on : Friday, February 5, 2021 - 10:06:07 AM

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  • HAL Id : halshs-01092870, version 1

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Serge Leblanc, Luc Ria. Leblanc, S., & Ria, L. (2014). Designing the Néopass@ction Platform Based on Modeling of Beginning Teachers' Activity. Design and Technology Education: An International Journal, 19(2). http://ojs.lboro.ac.uk/ojs/index.php/DATE/issue/view/170. Design and Technology Education: An International Journal, 2014, 19 (2), http://ojs.lboro.ac.uk/ojs/index.php/DATE/issue/view/170. ⟨halshs-01092870⟩

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