Le métier d’enseignant universitaire s’apprend le plus souvent sur le tas (Knight, Tait & Yorke, 2006). Mais que recouvre cet apprentissage sur le tas ? L’objectif de cette thèse est de déterminer les pratiques d’apprentissage au travers desquelles, en France, les enseignants universitaires débutants construisent leurs compétences d’enseignement. La recherche, menée auprès d'universitaires novices, questionne l'usage de huit modèles d’apprentissage susceptibles d’être à l’œuvre dans le processus de construction des compétences. La thèse montre que les pratiques des novices sont éclectiques et tendanciellement non-structurées. Alors que les pouvoirs publics considèrent la mise place d’une formation initiale formelle et systématique, cette recherche de thèse engage à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l'aspiration des novices à l'autonomie. / How to teach in academia is most often learnt on-the-job (Knight, Tait & Yorke, 2006). But what does the phrase “on-the-job learning” genuinely mean in this case? This doctoral dissertation aims to identify which learning practices novice academics make use of to construct their teaching competences in France. A survey was carried out amongst novice academics asking them to describe how eight learning models may have contributed to the process of constructing their teaching competences. Results show that novices’ practices are eclectic and mainly informal. While public authorities have been developing for a while formal training structures targeted at all newly-hired academics, this research suggests that the variety of practices and the aspiration of novices to informality should also be taken into account.

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate

本篇論文重組並重現一個合作敘事探究的生命經驗。在這集體的生命故事中，研究者與四位女性英語實習教師，透過一個全校性的英語同儕輔導計畫，一同探究學習如何教英語。本研究包含兩個研究重點：（一）探索英語實習教師在教學實習過程中對英語教學的概念覺知與教學發展;（二）檢視機構與社會情境與英語實習教師之教學發展的互動關係。本研究提出三個研究問題核心，協助對於現象的分析與詮釋：（一）英語實習教師在實境教學中教學發展之轉化歷程;（二）驅動英語實習教師之教學發展轉化的支配力類型;（三）英語實習教師對於實境教學之生命經驗的理解與覺知。 本研究發現，英語實習教師的教學發展，呈現前進式的結構模式。教學行動系統中的內、外部矛盾，引發一連串的衝突與失序，直接衝擊英語實習教師的教學發展轉化。在問題解決的轉化過程中，有三種主要的驅動能量，對教學發展轉化形成支配：情境支配力、策略支配力、情意支配力。在故事的尾聲，英語實習教師對於英語教學有新的覺知：對於教學行為及身為英語教師本體的覺知、對於英語學習者的認知、對於英語學習的本質的理解。 本研究回應相關文獻，提出三點新發現。首先，學習如何教的過程，包含持續性的觀察、分析、評量和反思。其次，英語實習教師的教學發展，透過跨層次行動系統的比對與分析，發現並理解可能存在的失序、衝突與解決方案，進而從事教學改變與教學發展轉化。最後，本研究提出，有關教師學習、學習如何教的相關研究，應該採用一種全方位的研究方法、一種廣泛理解的觀點，用以分析詮釋實作教學中既存的知識斷層。 / This collaborative narrative inquiry reconfigures and represents the lived experiences of four female prospective TESOL teachers’ learning to teach through a campus-based tutoring program. The research foci of this inquiry-based study are twofold. Firstly, the research aims at exploring how prospective TESOL teachers learn to teach through practical teaching experiences, as they examine the definition of learning to teach itself and the understanding of the what and how of the learning process evolves. Secondly, the research investigates the role of the social and institutional context in prospective TESOL teachers’ learning to teach, in examining how activity setting shapes the process of learning to teach. Drawing on the research approach of narrative inquiry, prospective TESOL teachers’ stories are told in their own voices while the school’s stories, and the stories about the school are told by the supervisor of the structured program in this research, the researcher, for purpose of providing a context to the prospective TESOL teachers’ stories. Following such respects, research questions are generated with special emphasis on (a) the transformational process of the prospective TESOL teachers’ learning to teach in situ; (b) the driving forces for the transformation to take place; (c) how the prospective TESOL teachers make sense of the lived experiences of learning to teach. The prospective teachers’ collective story appeared to be a progressive mode of development. The transformational process was overwhelmingly influenced by the dissonance and conflicts emerging from the contradictions within and across the collective activity system of teaching, namely primary, secondary, tertiary, and quaternary contradictions. In order to solve the problems resulting from the contradictions, the prospective teachers undertook changes and transformation in their teaching. Three types of driving force appeared to be significant for the transformation in the process of the prospective teachers’ learning to teach, including contextual force, strategic force, and attitudinal force. During the process of engaging in the socially situated activity of teaching, the prospective teachers formulated new conceptualizations of teaching, inclusive of the understanding of their teaching and of themselves as English teachers, of the students as English learners, and of the nature of English learning. The findings of the research suggest that a campus-based tutoring EFL program could be an alternative form of practicum teaching. Corresponding to previous research into teachers’ learning and learning to teach in second and foreign languages, three notions are provided. Firstly, the process of learning to teach prospective teachers includes continuous observation, analysis, evaluation and reflection on the entirety of the teaching activity embedded within a specific context, rather than shifting their focus from one entity to another entity, such as focusing on themselves at early stage and then shifting their focus to either on students or instructional techniques. Secondly, the process of prospective teachers’ learning to teach includes changes and transformation following iterative analysis and interpretations of cross-level activity systems to determine possible dissonance and solutions with the help of structured resources. Thirdly, research into teachers’ learning should employ a holistic research approach with a comprehensive perspective in analyzing and interpreting existing gaps in teaching practice.

Made available in DSpace on 2016-04-27T14:32:19Z (GMT). No. of bitstreams: 1 Amalia Neide Covic.pdf: 5801132 bytes, checksum: ad3db4327b5c15aacdf03a7e55765991 (MD5) Previous issue date: 2008-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study contributes with the knowledge construction related to the learning to teach in an hospital context that have differences from the traditional classroom. These assumptions need to be made: (i) When scholar quotidian actions are enunciated there exists docent learning; (ii)The enunciations of the scholar quotidian actions, when seem as cultural artifacts, can be investigated; and (iii) the docent space of practices is considered a strategy of learning. This research focus in this question: What are the possibilities that the practical enunciations made by intern teachers in an hospital environment promote the docent learning? The search to answer this question is sustained by studies with strong qualitative methodology, oriented in the investigation of the meanings construction in a space which the communicative action takes the place of the experiment. The data for this study comes from the modular discursive analysis and from the study of the Habermas Theory of Communicative Action. The enunciations used in this research comes from a group of eight teachers and eight intern teachers of the IOP-GRAACC-UNIFESP from june 2005 to july 2006. It´s possible to observe that, in the enunciations of the actions used in this study, the group: creates new meanings to the implicit docent knowledge related to the institutional space of Health and Education; there are tendencies of traditional curriculum adaption to the hospital reality; investigation spaces are created in the process; there are arguments for consensus when spaces are open for differences and mobilization of the action; the properties appears as the environment adaptabilities are created; specific curriculum are constructed for the patient-students in oncology treatment; signifies the position of the Hospital School sphere of actions; create a relation of inclusion in the hospital space; investigates the practice with autonomy construction of the docent; space construction for docents; and mobilize knowledges linked to solidarity / O estudo pretende contribuir com a construção do conhecimento acerca da aprendizagem da docência em contextos externos às salas de aulas tradicionais, mais especificamente no ambiente hospitalar. Para tal, partiu-se dos pressupostos: (i) Existe aprendizagem da docência ao se enunciarem ações escolares cotidianas, (ii) As enunciações de ações escolares cotidianas, quando percebidas como um artefato cultural, são passíveis de serem investigadas e (iii) O espaço de práticas situadas da docência é considerado uma estratégia de aprendizagem da docência. A pesquisa tem como orientação de investigação a pergunta: Quais as possibilidades das enunciações de práticas cotidianas realizadas por professores estagiários em um ambiente hospitalar promoverem a construção da aprendizagem da docência ?. A busca de respostas se deu pelo viés dos estudos predominantemente qualitativos, com orientação para a investigação de construção de significados em um espaço em que a ação comunicativa assume o lugar do experimento. Assim a produção de dados se dá com apoio da análise discursiva modular e dos estudos da Teoria da Ação Comunicativa habermasiana. Procuramos, nas enunciações de um grupo de oito professoras e professores estagiários do IOP-GRAACC-UNIFESP, indícios dos processos reflexivos da ação docente. As observações se deram de junho de 2005 até junho de 2006. Foi possível observar que, ao enunciar suas ações, o grupo ressignifica conhecimentos implícitos da docência quanto ao espaço institucional da Saúde e da Educação e: indicam tendências de adaptação dos currículos tradicionais para a realidade hospitalar; criam espaços de investigação do meio; fornecem argumentos para a busca de consenso ao abrirem espaço para diferenciação e mobilização da ação; antecipam as propriedades e criam adaptabilidade ao meio; constroem currículos específicos para os alunos pacientes em tratamento oncológico; significam a posição da esfera da Escola Hospitalar, entre as demais esferas de atividade do espaço hospitalar; estabelecem uma relação de pertencimento ao espaço hospitalar; investigam intersubjetivamente a própria prática com construção de autonomia do espaço da docência, constroem espaços para docência e mobilizam saberes ligados à solidariedade

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)