Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

The overall goal of interprofessional education and collaborative practice is to provide health system users with improved health outcomes. Interprofessional collaboration (IPC) occurs when learners/practitioners, patients/clients/families and communities develop and maintain interprofessional working relationships that enable optimal health outcomes. Interprofessional education (IPE), which is the process of preparing people for collaborative practice, and IPC itself, are more and more frequently incorporated into health professional education and models of practice. For this reason, a clear understanding of the characteristics of the ideal collaborative practitioner is required to inform curriculum and professional development for interprofessional education, and enlighten professional practice for interprofessional collaboration.

A National Interprofessional Competency Framework

This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for Mathematics Education research in the coming years. The chapters offer summaries and synthesis of the research produced by the PME Group, presented to let the readers grasp the evolution of paradigms, questions, methodologies and most relevant research results during the last 30 years. They also include extensive lists of references. Beyond this, the chapters raise the main current research questions and suggest directions for future research. The handbook is divided into five sections devoted to the main research domains of interest to the PME Group. The first three sections summarize cognitively oriented research on learning and teaching specific content areas, transversal areas, and based on technology rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of Mathematics Education. Finally, the fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers. The volume is the result of the effort of 30 authors and 26 reviewers. Most of them are recognized leading PME researchers with great expertise on the topic of their chapter. This handbook shall be of interest to both experienced researchers and doctoral students needing detailed synthesis of the advances and future directions of research in Mathematics Education, and also to mathematics teacher trainers who need to have a comprehensive reference as background for their courses on Mathematics Education

Handbook of research on the psychology of mathematics education: past, present and future

The use of concrete models for teaching students how to solve equations is often debated in scientific literature. This article aims to examine the balance model and to identify the issues that divide scientists. We based our reflections on the results of an empirical study and analysis of the various arguments put forward by supporters and opponents of the model. We describe learning situations that were the subject of the empirical study, which involved forty students in two 8th-grade classes. The aim was to teach the formal solving method, which involved performing the same operations on both sides of the equation using, notably, the balance model. Analysis of students' reasoning showed that the presence of negative numbers gave rise to many errors. The difficulties presented by negative numbers were reviewed, eight months later, during an interview with five students, chosen from those who took part in the experiment. Within that context, we discuss the relevance of the balance model and analyse the arguments put forward by researchers who either defend or reject its use.

The balance model: Hindrance or support for the solving of linear equations with one unknown

The present article puts forward the need to reconceptualize and reformulate the theorical and practical components in Teacher Education in the light of the new educational demands within the information and uncertainty society, the national and international research in the field, and the international experiences within the last decade. Training in practical thinking, in basic profesional competences and qualities, requires the opening to new epistemological conceptions in which the relationship between theory and practice becomes complex in a

https://dialnet.unirioja.es/descarga/articulo/3276044.pdf

Aprender a educar: Nuevos desafíos para la formación de docentes

Compétences et socioconstructivisme : un cadre théorique

Se basant sur l’appui methodologique offert aux concepteurs de programmes d’etudes et sur plusieurs analyses recentes, les auteurs examinent les difficultes liees a l’utilisation du concept de competences. Ils les analysent et proposent un recadrage theorique d’une logique de competences pour les programmes d’etudes. Montrant l’insuffisance theorique du concept de competence et soulignant la rarete des recherches relatives a ce concept, les auteurs decrivent les ambiguites auxquelles sont confrontes les redacteurs des programmes d’etudes. A ce jour, l’imprecision du concept de competence n’en facilite pas une utilisation adequate comme organisateur de programmes. Le recours hâtif a ce concept au moment du developpement curriculaire provoque une serie d’incoherences, alors meme que le concept de competence demeure fecond.

/pdf/contribution-critique-au-developpement-des-programmes-d-2wal2jszid.pdf

Contribution critique au développement des programmes d’études : compétences, constructivisme et interdisciplinarité

Compétences et socioconstructivisme

The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition, distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer.

From Competence in the Curriculum to Competence in Action

Sommaire : 1/Mise en perspective socioconstructiviste, 2/ A propos du concept de didactique, 3/Losqu'il est question d'environnement scolaire, 4/Vous avez dit contrat didactique ? 5/Le concept d'apprentissage scolaire, 6/Les conditions de l'apprentissage scolaire.

Philippe Jonnaert

Papers

Compétences et socioconstructivisme : un cadre théorique

Contribution critique au développement des programmes d’études : compétences, constructivisme et interdisciplinarité

Compétences et socioconstructivisme

From Competence in the Curriculum to Competence in Action

Créer des conditions d'apprentissage