A model of postures and interventions as a dynamic sets to support practices in professional situations
In this theoretical contribution, we interpret the notion of professional development in the light of concepts coming from cognitive development. This brings us to consider teacher training as not only having to allow the elaboration of skills, but also as having to encourage the development of new cognitive structures. We explore the theoretical concepts in relation with certain processes revealed by the reflexive texts of the students. Finally, we propose ways that could foster certain dimensions of global professional development in learners, among which self-regulated learning, the focus on certain concerns and taking into account certain types of information.