"History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition"

La formation professionnelle universitaire des enseignants

Abstract: En mai 2007, a la veille de l’integration des IUFM a l’universite, le colloque « Qu’est-ce qu’une formation professionnelle universitaire des enseignants? » reunissait a Arras de nombreux contributeurs et conferenciers pour faire le point sur les enjeux et pratiques de la formation des enseignants. Le present numero se propose a la fois de donner un echo de la richesse et de la diversite des contributions, mais aussi d’en proposer un prolongement, que nous esperons utile et stimulant, dans ...

The New Meaning of Educational Change

Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

The Knower and the Known: The Nature of Knowledge in Research on Teaching

Abstract: This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching. Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching. Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the knowledge of teaching that is generated by those who specialize in research on teaching. This distinction, as will become apparent, is one that divides more conventional scientific approaches to the study of teaching from what might be thought of as alternative approaches.

La socialisation : construction des identités sociales et professionnelles

Abstract: Pourquoi parler aujourd'hui de crise des identites ? Cette expression renvoie a des phenomenes multiples : difficultes d'insertion professionnelle des jeunes, montee de nouvelles exclusions sociales, brouillage des categories servant a se definir et a definir les autres Comprendre comment se reproduisent et se transforment les identites sociales implique d'eclairer les processus de socialisation par lesquels elles se construisent et se reconstruisent tout au long de la vie La dimension professionnelle des identites a acquis avec la modernite une importance toute particuliere La socialisation secondaire ­ a l'âge adulte ­ est devenue indispensable pour affronter les changements de plus en plus frequents dans les cycles de vie et les imperatifs de la construction identitaire