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État de publication: publié
Nom de la revue: Revue des sciences de l'éducation de McGill / McGill Journal of Education
Volume: 59
Numéro: 2
Intervalle de pages: 315-339
Résumé: Pedagogical consultants (PCs) act as agents of change within their professional environments, actively pursuing their own development through engagement in communities of practice, particularly within inter-institutional networks. This article examines the exercise of agency among members of such a community, composed of PCs from various educational institutions. A qualitative analysis of interviews and community-related documents—both used and produced—reveals several commonalities across the cases. These include a collaborative dynamic grounded in both members’ professional culture and their institutional contexts, as well as a form of symmetrical proxy agency, whereby each member’s agency is supported and reinforced by the others. Instances of resistance were marginal, as the community was primarily oriented toward collaborative problem-solving and the pursuit of constructive solutions.
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