博士（社会学） / v, 176, [1] p. / 一橋大学

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Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

La présente thèse propose une étude exploratoire sur le travail en équipe d’étudiants en situation d’apprentissage par projet (design de produits et services, design intérieur, urbanisme, etc.). Cette étude vise le développement d’un modèle d’évaluation pour l’apprentissage du travail en équipe. Depuis quelques décennies, des projets en équipe ont été intégrés dans les formations en design afin de placer l’étudiant dans des situations authentiques. Toutefois, des défis récurrents entraînent des questions sur les formules pédagogiques, notamment quant au niveau de collaboration au sein des équipes. La compréhension de cette activité, qui vise la coconstruction de connaissances et qui a un rôle crucial sur les expériences des étudiants, reste à éclaircir. Appuyé sur une revue des différentes dynamiques d’équipe, notre étude est structurée en deux volets soit d’abord, mieux comprendre les expériences des projets de conception en équipe et, ensuite, identifier des pistes pour valoriser l’évaluation pour l’apprentissage du travail en équipe. Ces objectifs sont traduits dans nos questions générales qui guident la recherche : Comment l’expérience d’apprentissage en contexte de projet de design en équipe est-elle vécue par les étudiants? Et, comment accompagner le développement de la compétence à travailler en équipe? Le courant de l’évaluation pour l’apprentissage nous guidera dans une vision qui considère cette activité comme un pivot pour l’engagement de l’apprenant dans le jugement de sa performance. Inscrit dans le paradigme socioculturaliste, ce courant valorise l’externalisation sociale pour l’internalisation dans les zones de développement. Ce positionnement justifie le choix d’un cadre théorique fondé sur la théorie de l’activité et la théorie de l’apprentissage expansif. Ce cadre offre une structure basée sur le collectif, la médiation et l’orientation vers un objet aux visées innovantes. L’apprentissage expansif voit l’apprentissage comme progressant d’une compréhension abstraite vers des actions concrètes, pour raffiner l’état initial. Sur la base de l’approche interventionniste proposée par le cadre théorique, le rôle du chercheur est redéfini afin d’inciter les participants à l’action. La méthodologie déployée vise à suivre les expériences de 22 étudiants en situation de projet d’équipe à la Faculté de l’aménagement de l’Université de Montréal. Les données de cet échantillon à cas multiples ont été recensées grâce à des questionnaires hebdomadaires et des entretiens. Par ces sources qualitatives, les étudiants ont pu raconter leurs expériences de projet et leurs cheminements. Une approche multiphases a permis une alternance et un enrichissement entre la collecte et l’analyse des données. La première partie de l’analyse fait ressortir les caractéristiques de l’expérience vécue par les participants. Au total, 33 caractéristiques et leurs facteurs sont catégorisés dans les 5 zones du « modèle des zones proximales de développement des compétences pour le travail en équipe » et organisés selon les niveaux de formation. La deuxième partie de l’analyse sert de validation théorique grâce à l’approfondissement du modèle sur la base du processus de projet par les composantes à encadrer et à évaluer (qualifiées par le stade de l’objet, les savoirs, les qualités, les capacités et les types de régulation). Finalement, ces bases sont testées en regard des stades de l’apprentissage expansif et des défis vécus par les participants traduisant la profondeur de leurs parcours cognitifs. Les contributions de cette étude s’expriment par la proposition d’un cadre pédagogique en cohérence avec le niveau de formation, le contexte de projet et les bases de la discipline. Le modèle est basé sur la pédagogie par projet, constructive et dynamique, apportant de nouvelles connaissances à l’étudiant, qui est encadré par une structure expansive vers le design collaboratif. Le cadre proposé se bâtit sur le regard réflexif des étudiants sur eux-mêmes et sur les autres et est sollicité pour une plus grande autonomie. Les contributions de la recherche sont pertinentes pour les étudiants, les professionnels et les enseignants du design. Elles visent une cohérence marquée au sein de la discipline d’attache grâce à une perspective active et, en outre, une meilleure préparation des étudiants au monde professionnel. / This thesis proposes an exploratory study on teamwork practices of design students in the context of project-based learning (in the domains of product and service design, interior design, urbanism, etc.). This study aims to develop a model of assessment for learning teamwork. For the past few decades, teamwork has been integrated within most design curricula. These social learning experiences place students in authentic situations, but recurring challenges keep emerging regarding their educational integration. We aim to enhance our understanding of assessment, which has a crucial influence on learning experiences. Based on a literature review on teamwork dynamics, the research is structured in two stages. Firstly, the research focuses on better understanding team learning experiences. Secondly, we seek to identify guidelines to enhance assessment for learning teamwork during design projects. Our research objectives are developed into the following questions: How do students experience their learning process when they work as a team while designing? And how to support the development of teamwork skills? Assessment for learning will guide us in considering assessment as a key aspect to engage learners in judging their performance. Assessment for learning values social externalization over internalization through the zones of development. This position guides toward a theoretical framework based on the activity theory and the theory of expansive learning. The combination of these frameworks offers a strong theoretical structure based on collectivity, mediation, and orientation toward an expansive object. Expansive learning sees learning as moving from an abstract understanding to concrete actions to improve the system’s initial state. The adoption of an interventionist approach, as proposed by activity theory, will redefine the researcher’s role to encourage participants to take action. The methodological strategy is organized around the team projects of 22 students from the Faculty of environmental design of University of Montreal (Canada). The data was collected from multiple case studies over few weeks of teamwork. It was gathered through weekly questionnaires and interviews. Using these complementary qualitative tools, participants shared their experiences by discussing their processes. A multiphase strategy allowed for simultaneous data collection and analysis. The first stage of analysis uncovers the characteristics of the learners’ lived teamwork experiences. In total, 33 characteristics and their respective factors were organized into the 5 categories of our model entitled: “zone of proximal development for teamwork skills”, structured according to training levels. The second part of the analysis concentrates on the theoretical validation of the model by enriching the model with the components to instruct and to assess (according to the stage of the object, types of knowledge, task qualities, learners’ capacities, and types of regulation). Finally, these guidelines are tested in regard to expansive learning by looking closely at the challenges and tensions experienced by the participants to translate each participant’s cognitive journey. This study seeks to contribute to the proposition of a coherent pedagogical framework in accordance with training levels and the basics of the discipline. Our model offers a pedagogical structure that is constructive and dynamic as it brings new knowledge to the student while being guided by an expansive structure towards collaborative design. The proposed framework is built on the reflective journey of students on themselves and others, solicited for greater autonomy. The contributions of this study are pertinent for design students, practitioners, and teachers. They seek an enhanced coherence with the discipline supported by an active perspective for better preparation of students to their future professional work environment.