Le travail en communauté d’apprentissage professionnelle (CAP) : une analyse réflexive

Collaborative work is becoming more and more present in teaching teams institutions across Canada. This reflective qualitative research (self-study) on professional practice presents an analysis of a teacher’s corpus who experienced a collaborative work in professional learning communities (PLC) in a school located in Alberta. A conceptual framework based on the sense of self-efficacy (SEP) towards collaborative work in PLC is guiding the study. The results show that participation in the PLC improved the teacher's SEP through the close collaboration established with her colleagues and by the implementation of new pedagogical practices. The autors suggest that this study be replicated to extend the impact to other teachers.