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We what to turn what is happening into a space for analysis, debate, reflection and other circumstances.. Training between centres is more helpful than within one centre. We need to understand the specific problem which we are trying to tackle, and we need to understand how the change is to be managed, in this case educational change.. I think it can be highly enriching.. Myriam Nemirovsky. Pedagogical expert specialising in infant education and the teaching of reading and writing.. What training model must our efforts strive towards?. so as to put forward the lines along which we want to promote progress among teachers, which can be fed back from all these different perspectives.. i.e., transforming everyday tasks in the classroom into the object under study.. Another point I would like to stress: training activities can focus on the didactic level,.
One is that making a record of something at the same time makes it significant.. Seeing if we can manage to drive forward the different training formats with a sufficiently solid and consistent coherence . - What we are now asking ourselves is: What are the true needs of the people. try new approaches, systemise the experience, and the work being done.. And feedback from different perspectives, circumstances, work situations.. And on the other hand, another wealth to be found in this is that we can take the classroom into the training. How many sessions do we need? How long do they need to last? How often do we need them?. who are supporting the teachers who are helping students to handle texts?. And I would also add something which has already been mentioned; inter-observation.
I think it is important to analyse the use of time, in order to create certain changes, . - Perhaps the answer is to explore different alternatives and examine what happens with each one, . Two major approaches can help us with the different training models.. So-called “in-school” training unwittingly leads to an endogamy. mid and long term processes are required, and this has been tried and tested.. Non-present time can also be used for learning, depending on how it is done.. The first question which we are going to look at, which will be examined firstly by Miriam Nemirovsky, is: . 68ab3a233e
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We what to turn what is happening into a space for analysis, debate, reflection and other circumstances.. Training between centres is more helpful than within one centre. We need to understand the specific problem which we are trying to tackle, and we need to understand how the change is to be managed, in this case educational change.. I think it can be highly enriching.. Myriam Nemirovsky. Pedagogical expert specialising in infant education and the teaching of reading and writing.. What training model must our efforts strive towards?. so as to put forward the lines along which we want to promote progress among teachers, which can be fed back from all these different perspectives.. i.e., transforming everyday tasks in the classroom into the object under study.. Another point I would like to stress: training activities can focus on the didactic level,.
One is that making a record of something at the same time makes it significant.. Seeing if we can manage to drive forward the different training formats with a sufficiently solid and consistent coherence . - What we are now asking ourselves is: What are the true needs of the people. try new approaches, systemise the experience, and the work being done.. And feedback from different perspectives, circumstances, work situations.. And on the other hand, another wealth to be found in this is that we can take the classroom into the training. How many sessions do we need? How long do they need to last? How often do we need them?. who are supporting the teachers who are helping students to handle texts?. And I would also add something which has already been mentioned; inter-observation.
I think it is important to analyse the use of time, in order to create certain changes, . - Perhaps the answer is to explore different alternatives and examine what happens with each one, . Two major approaches can help us with the different training models.. So-called “in-school” training unwittingly leads to an endogamy. mid and long term processes are required, and this has been tried and tested.. Non-present time can also be used for learning, depending on how it is done.. The first question which we are going to look at, which will be examined firstly by Miriam Nemirovsky, is: . 68ab3a233e
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