Collaborate to act, collaborate to learn: the case of a primary school accreditation process as an international school in Quebec[Collaborer pour agir et collaborer pour apprendre : le cas d’une école primaire québécoise en processus d’accréditation à titre d’école internationale]

This paper aims to describe how, in the process of accreditation as an international primary school, the practices of teachers, management and an educational consultant, invited to collaborate to act and collaborate to learn, evolve. In this process, each cycle team of teachers is committed to develop, pilot and evaluate collaboration of unreleased teaching modules. Collected through semi-structured interviews, observations, meetings and training activities, the results of this action research indicate that learning is primarily the result of socialization and the action through collaboration in the design and implementation of modules and less through activities deliberately and collectively oriented learning and appropriation of new practices.