La communauté d’apprentissage professionnelle comme dispositif d’implantation de la démarche d’investigation en science et technologie au primaire

Abstract

This article presents the results of a study on the introduction of the inquiry process in science and technology in an elementary school in Quebec. A professional learning community was created to facilitate the implementation of this approach. The three dimensions of the professional learning community, that is to say, cognitive, emotional and ideological, were pooled with the eight principles characterizing the winning conditions of teachers professional development. Restraining and facilitating conditions that affect the implementation of this inquiry-based approach will be presented for each of the eight principles.

Keywords: Inquiry process, professional learning community, professional development, restraining and facilitating conditions.