Identity and Teacher Professional Development: A Reflective, Collaborative and Agentive Learning Jou

Becoming a Teacher: to be a Teacher

Acquiring a Teacher Professional Identity

Circular dynamic between theory to teacher practice

From content to activity

From the research: French journey in teacher training

A focus: From Novice to Expert

The idea in brief: Connection to build new epistemic synthesis

Supporting the Teacher Professional Developing

2.1 Reflective practice

2.2 The e-portfolio as a boundary object

            Example of ePortfolios structure in a university course

2.2 The use of the digital video as a reflective tool

      The reflexive methods of self-confrontation

2.4 Developing Research - Inquiry Attitude

From the research: Sustainability of the research inquiry skill after one year

A focus: Boundary Object for transformation

The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice

Role of the Personal Resources in Teaching Process

Self-efficacy to mobilize

Self-Regulated Learning to active

Teacher Agency as a dynamic resource

Typology of Agency

Readiness

From the research: Agency after a teacher training

A focus: Contemplative practices in Teacher training

The idea in brief: The personal teacher 'past as professional resources

Role of the Tools and ITC in Teaching Process

 Appropriation, Tools and Scripts

             The case of the I-Pad

      4.2. Socio-materiality in the teaching process 

From the research: New social and material appropriation

A focus: The artefact in a socio-cultural approach

The idea in brief:

Role of Collaboration in Teaching Process

Collaboration and Knowledge Building in the classroom

Collaborative Professional Learning

Teacher-Researcher Collaborations as Contexts for Learning

Peer collaboration: Role of the Social Network

From the research: Use of Social Network by teachers in the Global South

A focus: Participative methodology

The idea in brief: Toward Epistemic Collaborative Communities

International and Global Professional Developing

International teacher training

Teacher Educators: toward the next generation of teachers

From the research: An international Blended course for teacher educators

A focus: Blended Learning

The idea in brief: Ethical-critical global pedagogy

Open Perspective

Transformative Interactions with Augmented and Emerging Technology

 Knots of new configurations in classroom

Teacher Professional Developing in Posthumanism / Hyperhumanism

The idea in brief: Critical and participative mean-making

Conclusion