Depuis plusieurs années, toutes les études le montrent : la conscience des citoyens face au développement durable et ses enjeux grandit, mais parallèlement ils peinent à l’intégrer concrètement dans leur vie quotidienne. Au centre de cette dichotomie : un socle culturel, des schémas acquis et des repères doivent être profondément modifiés. L’éducation au développement durable va bien au-delà d’une transmission des connaissances sur le concept. Elle porte cette ambition derefonder nos modes de pensée et d’agir en accord avec un moindre impact environnemental et plus de solidarité.Aujourd’hui, le Maroc entreprend un chantier de mise en harmonie de ses structures économiques, politiques et juridiques de manière à s’inscrire dans l’esprit du développement durable imposé par la constitution de 2011. Dans une société en perpétuelle mutation et confrontée à de nombreux défis environnementaux, l’éducation joue un rôle de pilier dans les tendances en matière de « verdissement » de l’éducation. La mise en place de réseaux éducatifs informels est une des clés de collaborations intersectorielles (enseignants, communes, associations, ONG, entreprises) pour élever le taux deréussite des actions de verdissement de l’éducation en dehors de l’école et ce, en apportant la connaissance scientifique, l’expertise en matière d’éducation à l’environnement et en mettant à disposition des outils adéquats testés et validés.Dans les écoles primaires tangéroises, de nombreuses initiatives voient le jour et permettent de façonner une interface favorable entre connaissances et pratiques. Le territoire local, à travers ses ressources, sert aussi d’appui à cette mise en application de l’EEDD.Cependant de nombreux obstacles (formation, programmes, manuels scolaires, représentations, décalage entre l’école et les familles, etc…) sont identifiés dans la mise en oeuvre de l’EEDD au Maroc. Il semble ainsi nécessaire de continuer à améliorer la sensibilisation, l’information et l’éducation des jeunes marocains à la préservation et à la conservation de leurenvironnement et patrimoine. / For several years, all the studies have shown that the citizens’ awareness regarding sustainable development and its issues is increasing. But simultaneously, they have been trouble to integrate it into their daily life. At the heart of thisdichotomy: cultural base, acknowledged patterns and references need to be deeply changed. Environmental education goes beyond a simple transmission of knowledge about the concept of sustainable development. It has the ambition of reconstructing our way of thinking and acting in way to produce lesser environmental impacts and more solidarity.Nowadays, Morocco undertakes a major project to reorganized its economic, political, and legal structures in such a way to reach the sustainable environmental spirit imposed by the 2011 constitution. In a society in constant changes and confronted to a number of environmental challenges, education is a cornerstone of the leanings in terms of greening education. The setting up of educational and informal networks is one of the keys to the cross-sectoral collaborations (teachers, municipalities, associations, non-profit organizations, companies) to raise the success rate of educationalgreening actions outside of school by providing scientific knowledge, expertise regarding environmental education,and by providing available and suitable tested and validated tools.In the primary schools of Tangier, numerous initiatives are set up in the purpose to implement a favourable interfacebetween knowledge and practice. The local territory, through its resources, serves also as a support to the enforcement of the EEDD.Yet, a lot of obstacles (training, programs, textbooks, representations, gap between the school and families, etc...) are listed for an effective implementation of the EEDD in Morocco. It will be necessary to keep improving the awareness, information, and education of young Moroccans regarding the preservation and protection of their environment and assets.

The diploma thesis deals with the university education of future Primary School teachers in the area of coping with the pupils' discipline problems. Its aim is to analyse the current state of teaching in this field, to find out the students' perspective on their preparation and to propose ways of solving the current situation within the Framework of future Primary School teachers' preparation and its effectiveness. This work is partnof the University project GAJU 154/2016/S "Preparedness of students and fresh graduates from Faculty of Education of South Bohemian University for solving educational problems of pupils".

Cette thèse porte sur la socialisation de genre des élèves scolarisés dans les écoles élémentaires japonaises dans les années 2010 : elle montre l’existence de situations et d’expériences de socialisation différenciée entre les filles et les garçons.L’objectif de ce travail est de détailler comment l’acquisition et l’apprentissage de certaines normes genrées se déroule pendant le quotidien des élèves, un processus souvent évoqué mais rarement détaillé dans les travaux portant sur ce sujet. Dans ce but, trois méthodes complémentaires sont utilisées : une enquête ethnographique, des entretiens semi-directifs et des dispositifs d’enquêtes spécifiques pour évoquer avec les enfants les questions de genre.Retranscrire la parole des enfants permet d’avoir accès à leur représentation de la différence entre les deux sexes. Acteurs de leur propre socialisation, les enfants élaborent le masculin et le féminin, notamment à travers le langage, l’apparence, les activités, les jeux, la mise en scène des corps, l’expression du sentiment amoureux et de la sexualité. Même si le cadre scolaire contribue à organiser la séparation des sexes et à normaliser les rôles sociaux sexués, les enfants organisent les rapports de genre en effectuant une relecture des modèles que proposent l’école et les autres instances socialisatrices. Les groupes de pairs jouent ainsi un rôle important dans ce processus complexe de socialisation.Ce travail, circonscrit aux études japonaises, se situe au croisement des études de genre et de la socio-anthropologie de l’enfance. / This research is about gender socialization of children going to Japanese primary schools in the 2010s: it shows the evidence of experiences taking place during differentiated socialization of girls and boys.The purpose of this study is to specify how pupils are acquiring and learning gender norms during their daily life, knowing that those processes are often raised but hardly described in related research works. To achieve this, three complementary methods were set: an ethnographic study, semi-directive interviews and special investigation schemes in order to discuss about gender issues with children.To write down children’s own words is a way to access their representation of sex differences. While being social actors of their own socialization, children are constructing masculinity and femininity, through language, external look, activities, plays, body staging, sexuality and feelings of love expression. Even if the school system organizes sex segregation and normalizes gender roles, children are negotiating those gender relations while performing in their own way the models that school and other social structures offer. Peer groups are also playing a significant role into these complex socialization processes.This thesis in Japanese studies is based on both gender studies and childhood studies.

This diploma thesis deals with a children's musical creativity development at primary school with the Step-by-step program. The thesis introduces an overview of the current topics in alternative education, reveals main ideas of the Step by step program and describes a creativity in general with focus on the area of musical creativity and its development. The main goal of this thesis was to analyze usage of activities stimulating musical creativity development in normal classes at primary school and compare the results with the classes where the Step by step program is in use.

Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

The study is concerned with the process of socialisation of teachers in the teaching profession. Drawing on socialisation theory the study sees the process of secondary socialisation in teacher preparation as building skills and enabling personal development. It was predicted that in the transition from the training institution to the first years of teaching, the degree of job satisfaction and commitment to teaching would be related to the degree of conflict experienced and that job satisfaction and commitment would be less for beginning teachers compared with that anticipated by trainees. Conflict was seen as appropriately measured by the difference between personal professional attitudes and occupational values one the one hand and the professional attitudes and occupational values perceived to be held by senior teachers on the other. Seventy-three final year trainee teachers at the Canberra College of Advanced Education and 47 beginning teachers in their first two years of teaching in Canberra primary and secondary schools, were selected as the sample. Previously validated instruments were used in a questionnaire. The findings clearly showed the existence of conflict between personal professional attitudes and occupational values and the perceived professional attitudes and occupational values of senior teachers. The difference in conflict between trainees and beginning teachers was small and tended to decrease. However, there was a marked increase in variance of conflict scores for women conpared to men. For women also, conflict was highly related to job satisfaction. Thc findings suggested that men tend to be more homogeneous in their adaptation to teaching and are more inclined to be satisfied and committed despite holding professional attitudes and occupational values which conflict with those of senior teachers. The study discusses some of the imlications of the findings for the training institution and the importance, particularly for women teachers, of coping with conflict in the teaching situation.

<p>In this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum.</p>

published_or_final_version / Education / Master / Master of Education

<p>In this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum.</p>