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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 25, 2017 - Issue 1
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Special Theme on Clinical Education Research

About cooperative engineering: theory and emblematic examples

Grace MoralesFelix Klein Center, University of Santiago, Santiago, Chile
,
Gérard SensevyUniversity of Western Brittany, Rennes/Brest, FranceCorrespondence[email protected]
&
Dominique ForestUniversity of Western Brittany, Rennes/Brest, France
Pages 128-139 | Received 22 Jun 2015, Accepted 09 Feb 2016, Published online: 08 Feb 2017

Citations (7)

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Read on this site (1)

Jacquelien A. Bulterman-Bos. (2022) Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox. Educational Action Research 30:3, pages 377-394.
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Articles from other publishers (6)

Gérard Sensevy. (2021) Des sciences interventionnelles ancrées sur des alliances entre recherche et terrain ? Le cas des ingénieries coopératives. Raisons éducatives N° 25:1, pages 163-194.
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Fabienne Brière & Pascal Simonet. (2021) Développement professionnel et co-construction de savoirs de métier d’étudiants stagiaires dans l’activité conjointe avec le formateur-chercheur : analyses didactique et clinique de l’activité d’auto-confrontation croiséeProfessional development and the co-construction of trade knowledge among student trainees working with the trainer-researcher: didactic and clinical analysis of the cross-confrontational activity. Éducation et didactique:15-1, pages 49-76.
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Fabienne Brière & Laurence Espinassy. (2021) De l’analyse de l’activité aux analyses didactiques : une recherche participative. Phronesis 10:1, pages 18-36.
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Marc Daguzon & Corinne Marlot. (2019) Co-enseignement et ingénierie coopérative : les conditions d’un développement professionnelCo-teaching and Cooperation Engineering: the Conditions for Professional Development. Éducation et didactique:13-2, pages 9-30.
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Gérard Sensevy, Jérôme Santini, Didier Cariou & Serge Quilio. (2018) Preuves fondées sur la pratique, pratiques fondées sur la preuve : distinction et mise en synergie. Éducation et didactique:12-2, pages 111-125.
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Jérôme Santini, Tracy Bloor & Gérard Sensevy. (2018) Modeling Conceptualization and Investigating Teaching Effectiveness. Science & Education 27:9-10, pages 921-961.
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