Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program-Reference-Cited by-同舟云学术

Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program

Published:2023-10-04 Issue: Volume: Page:1-19
ISSN:1366-4530
Container-title:Teacher Development
language:en
Short-container-title:Teacher Development

Author:

Desmeules Amélie¹^ORCID,Hamel Christine¹^ORCID,Viau-Guay Anabelle¹^ORCID,Bouchard Caroline¹^ORCID

Affiliation:

1. Department of Teaching and Learning Studies, Université Laval, Québec, QC, Canada

Funder

Fonds de recherche du Québec – Société et culture

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13664530.2023.2260353

Reference57 articles.

1. Blank R. K. and N. de las Alas. 2009. “The Effects of Teacher Professional Development on Gains in Student Achievement.” www.ccsso.org.

2. Bodrova, E., and D. Leong. 2012. Les outils de la pensée. Québec City: PUQ.

3. Bouchard, C., A. Charron, N. Bigras, L. Lemay, and S. Landry. 2015. “Conclusion. Le jeu en jeu et ses enjeux en contextes éducatifs pendant la petite enfance.” In Actes de colloque: Le jeu en contextes éducatifs pendant la petite enfance. Colloque présenté au 81e congrès de l’ACFAS, edited by C. Bouchard, A. Charron, and N. Bigras. Québec: Livre en ligne du CRIRES. http://lel.crires.ulaval.ca/public/bouchard_charron_bigras_2015.pdf.

4. Brougère, G. 2010. “Formes ludiques et formes éducatives.” In Jeu et apprentissage : quelles relations ?, edited by J. Bédard and G. Brougère, 43–62. Sherbrooke: Éditions du CRP.

5. Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review