الجوانب المضمرة في الممارسات التربوية و علاقتها بتحسين جودة المدرسة ك دراسة تمثلات المدرسين

Abstract EN

Several studies reveal that implicit perceptions in pedagogical practices positively affect learners by developing their capacity for self-regulated learning, especially when evaluating these aspects in view of improving school quality, as a collective learning process for faculty members, it is reasonable to assume that this relationship It also exists at the teacher level.

Hence, this article aims to provide answers to the following overarching question: What role do implicit perceptions in educational practices play in improving the quality of teaching and learning? In the first step, we will address the tools for developing implicit perceptions in educational practices and their relationship to improving school quality.

In the second step, we will highlight the relationship between teachers' implicit perceptions of professional abilities and collective learning in the development of teaching-learning practices.

It can be concluded that teachers have different perceptions of the professional abilities associated with their collective organization.

Which explains the existence of the effects of the implicit aspects in the field of improving the quality of the school and the teacher.