Teacher Education and Lifelong Learning: The Contribution of Action 3 of COMENIUS European In‐Service Education Projects     

Yves Beernaert 《Higher Education in Europe》1997,22(3):329-347

As Article 126 of the Treaty of Maastricht on European Union of 1992 calls for the enhancement of the quality of education at all levels, the Council of Ministers of the European Union established the SOCRATES programme in 1995 to take concrete measures in this direction. This article describes the work of one of the three chapters of SOCRATES, called COMENIUS, the three Actions of which enhance the creation of European Educational Projects, target efforts for the children of migrants of various kinds, and stimulate the creation of European transnational projects for the in‐service training and further training of teachers. Various kinds of transnational projects for pupils as well as for teachers are described focussing upon enhancement of the acquisition of new knowledge, of communication skills, of creativity and of problem solving skills, of the use of the new information technologies and open and distance learning skills, and of teamwork and interdisciplinary skills. The traditional school, by involving itself in the European programmes evoked and described, must inculcate the habit of lifelong learning both to its pupils and to its teaching staff. The habit and practice of lifelong learning leading to a realization of the ideals of the learning society will be a crucial contribution to European citizenship.  相似文献   

Delivery of Career Development Information in the Context of Information Computer Technology     

Réginald Savard  Marcelle Gingras  Michel Turcotte 《International Journal for Educational and Vocational Guidance》2002,2(3):173-191

Clients walking into resources centers are experiencing difficulty locating relevant information and using it effectively in the decision-making process. Many affective, cognitive or technical constraints are influencing clients when interacting with the information and new technologies. What perspectives should the intervention be concerned with as regards the information and decision-making process? How can the human and physical resources be used in an optimal manner to meet information needs associated with the different stages of people's lives? The specificity of these different components and the circular nature of their dynamic form the backdrop for this study.  相似文献   

Representations of the world in the Czech Republic     

Yves André  Zuzana Wienerova 《Prospects》1998,28(2):303-309

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Spatial representations of territories and the world     

Yves André  Antoine Bailly 《Prospects》1998,28(2):278-284

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Représentations et compétences vis-à-vis de l'écrit chez des enfants français et allemands d'âge préscolaire     

Yves Prêteur  Eva Louvet-Schmauss 《Journal of Research in Reading》1994,17(1):29-45

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Modeling Spelling Acquisition: The Effect of Orthographic Regularities on Silent-Letter Representations     

Monique Sénéchal  Maxime Gingras  Lise L’Heureux 《Scientific Studies of Reading》2016,20(2):155-162

In this report, we propose a model of spelling acquisition inspired by statistical learning and a frame-like model of orthographic representations: the fuzzy representation model. To provide an initial test of the model’s predictions for inconsistent words, 107 French-speaking children in Grades 1 to 3 were asked to spell words ending with a silent letter. Half of the words ended with the frequent silent t and half with the less frequent silent d. As predicted, children accurately spelled more t- than d-words. Most errors were omissions and substitutions of the silent letter. Consistent with statistical learning, there was some evidence that children used the preceding orthographic context when making substitution errors. The proportion of omissions, however, was not consistent with the statistical properties of French. These findings are discussed in light of the fuzzy representation model, whereby inconsistencies in words are more likely to be underspecified, if represented at all.  相似文献   

On mathematics education and culture: Critical afterthoughts     

Yves Chevallard 《Educational Studies in Mathematics》1990,21(1):3-27

This paper centers on the May 1988 Special Issue of Educational Studies in Mathematics devoted to mathematics education and culture, which is now available in book form. It questions some of the current tenets about the meaning and significance of the concept culture for a theory of mathematics education. More generally, it also argues against the cooping up of scientific problems by dividing the mathematics education community into small circles of experts which behave like a peculiar breed of mutual benefit societies, without giving due attention to the needs of scientific democracy and the simple pursuit of truth. Ultimately, it calls for an open scientific debate, unfettered by moral and ideological prejudices and, whenever necessary, disrespectful of fashionable notions. In this essay, all these points are tackled in close relation to a thorough — and unusually long — review of the book.  相似文献   

Pédagogie and didactique: An incestuous relationship     

Bertrand  Yves  Houssaye  Jean 《Instructional Science》1999,27(1-2):33-51

This article deals with the evolution of pedagogical theory in the Francophone world. At present, two major currents of reflection on education exist in the Francophone world. The first, called didactique – didactics – relates to teacher planning, working chiefly from considerations about the pupil's cognitive characteristics. The second, called pédagogie – pedagogy – relates to the features of pedagogical reflection-in-action. This article analyzes the distinctions between the two currents with a view to determining whether they constitute genuine differences.  相似文献   

Typology of motivation and learning intentions of users in MOOCs: the MOOCKNOWLEDGE study     

Maya-Jariego  Isidro  Holgado  Daniel  González-Tinoco  Elena  Castaño-Muñoz  Jonatan  Punie  Yves 《Educational technology research and development : ETR & D》2020,68(1):203-224

Educational technology research and development - Participants in massive open online courses show a wide variety of motivations. This has been studied with the elaboration of classifications of...  相似文献   

Les repre´sentations des futurs enseignants que´becois du primaire au regard de la formation initiale et des responsabilite´s des formateurs     

François Larose  Yves Lenoir  Vincent Grenon  Carlo Spallanzani 《欧洲师范教育杂志》2000,23(3):275-288

Dans cet article, nous faisons état des résultats d'une recherche menée auprès des divers intervenants du processus de formation initiale à l'enseignement préscolaire et primaire à l'Université de Sherbrooke. L'objectif de la recherche était de dégager les représentations sociales des diverses catégories d'intervenants au regard des concepts de compétence, de pédagogie et de didactique, ainsi que sur la place et les fonctions attribuées par les étudiants aux différents types de formateurs. Les résultats suggèrent que les étudiants ont des positions beaucoup plus rapprochées de celles des enseignants du primaire que de celles des formateurs universitaires. Ils montrent également plusieurs distinctions quant à l'attribution des compétences de formation aux divers types d'intervenants et quant aux lieux privilégiés de formation. Ces constats soulignent l'importance d'établir un dialogue plus étroit entre les divers partenaires de la formation initiale des futurs enseignants. In this paper, we present various results of a piece of research undertaken with different partners involved in the teacher education programme offered by the University of Sherbrooke (Canada). The main purpose of the research was to identify the place and role that should be taken by various categories of trainer. Our results suggest that students align their behaviour far more closely to that of serving teachers than they do to those of academics. Results also reveal many distinctions between students' categories about what are the specific competencies of the trainers as well as what is the best training context. These results confirm the importance that should be given to improving dialogue between the various partners in programmes of teacher education. En este artículo tratamos de los resultados de una investigación realizada con los varios actores del proceso de formación inicial docente al preescolar y al primario en la Universidad de Sherbrooke. El objectivo central de esta investigación era de indicar las representaciones sociales de dichas categorías de actores a propósito de los conceptos de competencia, de pedagogía y de didáctica, asíque el lugar y la función atribuida, de parte de los estudiantes, a las varias categorias de formadores. Segun los resultados de la investigación, las representaciones de los estudiantes quedan mucho mas cercanas de aquellas compartidas por los docentes del medio (preescolar y primario) que de las representaciones de los docentes universitarios. Se notan también muchas diferencias en terminos de reconocimiento de unas competencias a la formación y de lugares de formación mas importantes atribuidas a las varias categorias de formadores. Estos logros van en el sentido de mejorar el diálogo entre los varios partenarios de la formación de los docentes. In diesem Artikel stellen wir die Ergebnisse einer wissenschaftlichen Forschungsarbeit gegenüber verschiedener Intervenienten im Entwicklungsprozess der Grundausbildung in der Kindergartenausbildung sowie in der Grundschulausbildung auf der Universität von Sherbrooke vor. Vorhaben dieser Forschung war es die sozialen Vorstellungen der verschiedenen Kategorien von Interventienten gegenüber der Vorstellung von Kompetenz, Pädagogik und Didaktik, sowie die Stellung und Funktion verschiedener Ausbildungstypen hervorzuheben. Die Ergebnisse lassen darauf schliessen dass der Standpunkt der Studenten näher an den der Grundschullehrer herankommt als an den der Universitätsausbilder. Sie zeigen auch grundlegende Unterschiede in der Zuteilung der Kompetenzen der Ausbildung in den verschiedenen Interventionstypen sowie in den bevorteiligten Ausbildungsorten. Diese Feststellung unterstreicht die Wichtigkeit eines engeren Dialogs zwischen den verschiedenen Partnern der Grundausbildung des zukünftigen Lehrpersonals.  相似文献