Strategies to optimize alternating training programs for preservice teachers : a case study
This study was part of a much broader research project in France. It evaluated the various alternating work/work analysis programs for teaching training. Based on a general theory of learning (Nelson, 2008) and on a collective action (Wittgenstein, 1996), this case study specifies the effects of an alternation between sequences of training and periods of condensed classroom on the training of preservice teachers. Ideas to optimize this type of alternating training are finally proposed.