Philippe Veyrunes

Bio: Philippe Veyrunes is an academic researcher from University of Toulouse. The author has contributed to research in topics: Lifelong learning & Formal learning. The author has an hindex of 10, co-authored 36 publications receiving 291 citations. Previous affiliations of Philippe Veyrunes include Institut Universitaire de Formation des Maîtres.

Relações fecundas entre pesquisa e formação docente: elementos para um programa

Abstract: Este artigo propoe, na primeira parte, uma reflexao baseada nas dificuldades encontradas no âmbito dos Institutos Universitarios de Formacao de Professores - IUFMs -, na Franca, para articular de maneira eficaz os resultados da pesquisa em educacao e formacao com as praticas de formacao docente. Nossa hipotese e que essas dificuldades referem-se a uma oposicao entre aquilo que denominamos uma "epistemologia dos saberes" e uma "epistemologia da acao", o que se concretiza na concepcao, organizacao e administracao dos IUFMs. Essas duas epistemologias sao em seguida comparadas, a fim de ilustrar algumas das aporias que persistem no exercicio profissional e na formacao e nas suas relacoes com a pesquisa e com os resultados desta. Na segunda parte, voltada para a apresentacao de uma abordagem denominada ergonomia/formacao, o artigo mostra que as dificuldades simetricas observadas por essas duas epistemologias poderiam ser parcialmente reposicionadas a partir de uma analise do trabalho e sobretudo do desenvolvimento do trabalho nas questoes de formacao e de pesquisa. Na sequencia, apresenta-se esse programa de ergonomia/formacao a partir de um complexo que articula opoes de ordem etica, ontologica e epistemologica, acreditando-se que ele pode contribuir para reconciliar os componentes academicos e profissionais das formacoes e satisfazer ao mesmo tempo as exigencias que sao pertinentes a pratica e ao rigor cientifico.

Stabilité et auto-organisation de l'activité collective en classe : exemple d'un cours dialogué à l'école primaire

Abstract: Cette etude porte sur un « format pedagogique » ancien et tres repandu : le cours dialogue. A partir d’une etude en geographie, a l’ecole primaire, l’activite en classe a ete analysee a deux niveaux : individuel et collectif. Les preoccupations et emotions qui orientent l’activite individuelle de l’enseignant et des eleves ont ete decrites. Puis, a partir de l’enchainement des questions, reponses et evaluations, des structures d’articulation des activites individuelles ont ete identifiees. Elles ont permis de modeliser le cours dialogue et de mettre en evidence sa stabilite et sa viabilite. Nous considerons que ces caracteristiques contribuent a expliquer sa perennite et sa vitalite.

« Vidéoscopie » et modélisation de l’activité enseignante

Abstract: Apres avoir retrace l’evolution des pratiques de « video-formation » des enseignants au niveau international, cet article propose un renouvellement de ses usages a partir des cadres d’analyse de l’activite et des possibilites offertes par les entretiens d’auto-confrontation et les modalites d’« allo-confrontation » collective. Nous illustrons la maniere dont ces ressources video ont ete implantees dans la plateforme en ligne NeoPass@ction a partir d’une modelisation de l’activite d’enseignants debutants.

L'exercice de la pensée critique en recherche-formation : vers la construction d'une éthique des relations entre chercheurs et enseignants débutants

Abstract: A partir de donnees extraites d’un programme de recherche portant sur la formation des enseignants, cet article presente une analyse des relations entre chercheurs et participants a la recherche, et des conditions ethiques et epistemologiques de ces relations. L’analyse se developpe en cinq points : 1) la demande de recherche et la contractualisation des conditions d’une collaboration, 2) la construction d’un theme de recherche, 3) la restitution des donnees, 4) l’implication des chercheurs en tant que formateurs et 5) l’aide aux participants. Elle met en evidence la co-construction de ces relations, dans le cours de la recherche, sur un mode situe, articulant une double visee de transformation et de comprehension.

L'analyse de l'activité des enseignants dans le cadre d'un programme d'ergonomie formation

Abstract: Cet article presente le volet methodologique d’un programme de recherche centre sur la formation et le travail, notamment enseignant, qui vise la production de connaissances et la conception de dispositifs d’aide et de formation. Il porte sur l’activite en contexte de travail, concue comme un objet de recherche et d’intervention. La presentation fait se succeder, selon un ordre quasi chronologique, les points cles de la methode, illustres et commentes a partir des resultats d’une etude recente portant sur une sequence d''enseignement des mathematiques au primaire. La derniere partie propose une mise en perspective de cette demarche.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Teaching for Learning.

Abstract: The book “ Teaching and Learning” is a valuable resource for distance educators and trainers who want to create relevant and intellectually challenging online courses. Nichols aims to share the best educational practices from traditional or face-to-face teaching and from the field of distance education. It is an ambitious goal that gives the book a distinctive purpose and helps the author strive for a comprehensive view of the educational process. The book provides practical guidelines for distance educators that are based solid research and classroom experiences. The book is divided into three major sections: the teaching and learning process, universal principles of teaching and learning and the final section describes how educational principles can impact vital instructional issues.

Living the Questions: A Guide for Teacher-Researchers. Second Edition.

Abstract: "Most of all, teacher research is a gift: to the profession, in helping us change the way we see old problems and bringing us new solutions; to research communities, in showing us new research strategies and how to take risks in writing up research; to ourselves, in reminding us of the energy and passion in learning that made us teachers in the first place. It is a gift that we're all working hard for..."from "Living the Questions"Teachers know that the research they undertake in their own classrooms is a powerful tool for many purposes--from finding the best way to teach a subject, to organizing student work and activities, to assessing children's learning. And like traditional approaches to inquiry, teacher research is more than a way of thinking: it involves specific procedures and practices that lead to positive changes in teaching and learning."Living the Questions" is the definitive resource for the methods of teacher research. With a consistent tone that is eloquent and passionate, this guide for novice and veteran teacher-researchers will challenge and inspire educators at all levels to see the potential for inquiry in their lives.Part research text, part contributed collection, "Living the Questions" includes: research strategies illustrated in hands-on workshops; sample projects from twenty-eight contributing teachers in grades K-college; guidelines for setting up schoolwide inquiry groups; practical strategies for managing time and resources in research projects; innovative ideas for enlisting students and colleagues as co-researchers; ethical considerations in teacher research projects; advice from veteran teacher-researchers on building regional and national support networks; suggestions for getting research published; internet resources for teacher-researchers; the role of administrators in fostering teacher research. Teachers, school inquiry groups, and professors of research courses in education will find" Living the Questions" a rich source of ideas and processes for developing inquiry skills. This book will also help educators at all levels understand how and why teacher research is transforming the lives of so many teachers.