Описание: Introduction
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
References
