Un des objectifs des politiques éducatives européennes en matière de formation professionnelle des enseignants novices consiste à consolider les partenariats entre les universités et les établissements scolaires. Sur le plan scientifique, la majorité des études pointent l’importance de renforcer la collaboration entre les formateurs de ces deux institutions par des dispositifs fondés sur le modèle des « communautés de pratique » (Lave & Wenger, 1991). Or, ces études restent souvent peu précises sur la nature de leurs activités au sein de tels dispositifs. Cette recherche vise à analyser les activités de formation d’un collectif de formateurs et leurs conséquences sur la formation professionnelle d’un enseignant novice.Cette étude s’appuie sur une lecture de la formation professionnelle des enseignants novices (Bertone, 2011 ; Chaliès, 2012) qui emprunte certains postulats à une théorie générale de l’apprentissage (Nelson, 2008) et de l’action collective (Wittgenstein, 2004). Cette lecture est ordonnée par trois activités de formation : (i) enseigner des règles pour permettre aux enseignants novices de signifier leur vécu et agir différemment en classe ; (ii) aménager des situations et contrôler les premiers suivis des règles pour leur permettre d’en constater les résultats ; (iii) accompagner leur développement en les aidant à interpréter les règles apprises.Cette recherche a été menée en collaboration avec deux collectifs de formation en éducation physique et sportive. Composé chacun d’un enseignant novice et de plusieurs formateurs, ces collectifs ont été mis en place lors d’un dispositif de formation par les visites. Deux types de données ont été recueillies : des données d’enregistrement audio-vidéo (des leçons et des entretiens de conseil pédagogique menés en suivant) ; des données d’autoconfrontation. Les données ont été analysées afin d’identifier les règles apprises et/ou suivies par les acteurs pour signifier leurs activités au cours de chacun des temps du dispositif.Les résultats montrent principalement l’intérêt pour le collectif de formateurs : (i) de mener une activité d’enseignement (et éventuellement d’explication) ostensive pour permettre à l’enseignant novice de réaliser les premiers suivis des règles conformes à leurs attentes ; (ii) d’aménager les situations de classe pour faciliter son constat des résultats attendus des règles préalablement enseignées ; (iii) d’accompagner son développement en l’aidant à faire usage des règles apprises dans de nouvelles circonstances. / One of the aims of European education policies in terms of professional training of pre-service teachers consists inconsolidating partnerships between universities and schools. At the scientific level, most studies emphasize the importance of strengthening the collaboration between trainers in both institutions through training programs based on the model of the “communities of practice” (Lave & Wenger, 1991). However, those studies do not really specify the nature of the activities organized in such programs. This study aims at analyzing the training activities of a team of trainers and their consequences on the professional training of pre-service teachers. It leans on a way of reading professional training of pre-service teachers (Bertone, 2011 ; Chaliès, 2012) which borrows some premises from a more global theory about learning (Nelson, 2008) and collective action (Wittgenstein, 2004). This way of reading is structured around three training activities : (i) teaching rules to enable pre-service teachers to give meaning to their experience and behave differently in class ; (ii) adjusting situations and checking the first instances of rule-following to enable them to observe the expected results; (iii) working along with them by helping them to interpret the rules they have learnt.This study was conducted together with two training teams in Physical Education. Every team was made up of one pre-service teacher and several trainers. They were created during training visits. Two sorts of data were gathered : audio and video recordings (of the lessons and of post-lesson interviews that had followed) ; self-confrontation data. Those information were analyzed so as to identify the rules that had been learnt and / or followed by the actors in order to give meaning to their activities in every step of the program.Results mainly show the significance, for the team of trainers, in : (i) carrying out a ostensive teaching activity (together with, possibly, an explanation), to enable the pre-service teachers to check if the first instances of rule-following are respected as they had planned ; (ii) adjusting class situations to make it easier to observe the results expected from the rules he would have taught beforehand ; (iii) working along with them in their professional development by helping them to use these very rules to new circumstances.

Esta pesquisa refere-se a um estudo que avaliou a concepção de currículo de Química para o Ensino Médio de dois grupos de alunos da Licenciatura em Química da Universidade de São Paulo. Estes grupos de licenciandos foram observados durante um semestre, na disciplina Instrumentação para o Ensino de Química, uma \"disciplina de intersecção\", que relaciona conhecimentos químicos e conhecimentos pedagógicos. Este trabalho focou a compreensão da construção do ideal de currículo desses licenciandos, os fatores que influenciam tal construção e a contribuição da disciplina investigada nos conceitos de currículo ideal para estes estudantes. Entrevistas, atividades e planejamentos desenvolvidos pelos licenciandos durante a disciplina foram estudados. As entrevistas foram analisadas por meio da interpretação de unidades de significado com a intenção de encontrar elementos que participam da construção dos conceitos curriculares destes estudantes. Atividades foram produzidas no início e no final da disciplina e foram analisadas para a observação do processo de construção do ideal de currículo. Os planejamentos de Química foram agrupados segundo duas categorias: Educação Geral e Currículo de Química. A primeira categoria é composta por seis ênfases: Carreira, Disciplina, Produto, Pedagogia, Democracia e Processo. A segunda categoria é composta por três ênfases: Química Fundamental, Química, Tecnologia e Sociedade e Desenvolvimento do Conhecimento em Química. Os resultados obtidos com aproximadamente cinqüenta alunos indicaram que a legislação educacional brasileira exerce uma influência significativa em suas concepções de currículo de Química, como pôde ser observado pela unanimidade da categoria Pedagogia para os dois grupos. Entretanto, os grupos diferem quanto à concepção de um ideal de currículo na abordagem específica da Química. O primeiro grupo valoriza tanto os conceitos de Química Fundamental como os de Química, Tecnologia e Sociedade. O segundo grupo vê como prioridade o ensino de Química relacionado à Tecnologia e à Sociedade. Para este grupo, a ênfase no Desenvolvimento do Conhecimento em Química é comparável à ênfase em Química Fundamental. Quando analisamos as respostas dos estudantes que enfatizaram tanto a Química Fundamental quanto a Química, Tecnologia e Sociedade, verificamos que eles mantêm o foco do ideal de currículo de Química em ambas as orientações: focada no conteúdo e centrada na aprendizagem. Todas as atividades produzidas pelos alunos e que foram analisadas indicaram que a disciplina Instrumentação para o Ensino de Química influencia a concepção de currículo de Química dos licenciandos. No início da disciplina observase para ambos os grupos idéias de planejamento que enfatizam a organização de conteúdos. Ao final da disciplina os dois grupos mudaram a idéia de planejamento relacionada estritamente à organização e acrescentaram características como flexibilidade e reflexão. Os futuros professores têm uma história que influencia suas concepções curriculares, mas nem todas são condizentes com as mudanças que necessitam serem feitas na educação. Apesar disso, nosso estudo mostrou que, através de atividades planejadas com intencionalidade nas disciplinas integradoras é possível minimizar as diferentes interpretações dos textos legais realizando na prática um trabalho significativo com os alunos da licenciatura. / This research reports on a study that evaluated the conception of chemistry curriculum for secondary level for two groups of undergraduate students in a Chemistry Teacher Education Program in the University of São Paulo. These groups of pre-service teachers were observed during a one-semester Chemistry Teaching Method discipline, an \"intersection discipline\" which joins chemical and pedagogical knowledge. This work focuses on the understanding of the construction of pre-service teachers\' ideal curriculum, on the main factors that influence the curriculum construction and on the contribution of the investigated discipline to the students\' concepts of ideal curriculum. Interviews, activities and plannings developed by the student teachers were studied. The interviews were analyzed by the interpretation of significative units in order to search for the elements that build the curriculum conceptions of these students. Activities were carried out in the beginning and in the end of the discipline and were analyzed to follow the ideal curriculum construction process. The chemistry plannings were grouped in terms of two different categories: General Education and Chemical Curriculum. Six emphasis constitute the first category: Career, Discipline, Product, Pedagogy, Democracy and Process. Three emphasis constitute the second one: Fundamental Chemistry, Chemistry, Technology and Society and Knowledge Development in Chemistry. The results obtained with ca. fifty students indicated that the Brazilian Educational Legislation has meaningful influence in their conceptions of chemical curriculum as could be observed by the unanimity of the Pedagogy category for both groups. However, the groups are different regarding the conception of an ideal chemistry curriculum. The first group values the concepts of both Fundamental Chemistry and Chemistry, Technology and Society. The second group sees as a priority the Chemistry teaching related to Technology and Society. For this group the emphasis in Knowledge Development in Chemistry is comparable to the emphasis in Fundamental Chemistry. When we analyze the answers of the students that emphasized both Fundamental Chemistry and Chemistry, Technology and Society, the results show that they support an ideal chemistry curriculum focused on both orientations: subject matter and learner-centered educational orientation. All analyzed activities produced by the two groups indicated that the discipline Chemistry Teaching Method influenced their chemistry curriculum conceptions. In the beginning of the discipline, an emphasis in organization was observed for both groups. After the discipline, the idea of organization is complemented by other characteristics such as flexibility and reflection. At the end of the discipline both groups have changed the idea of planning as strictly related to content organization. Future teachers have a history of influences that shape their curriculum conceptions; not all of them are in accordance to the changes that need to be made in Education. Nevertheless, our study reveals that the intersection disciplines offer an important opportunity to overcome the consequences of the different interpretations of the official texts and positively impact future teacher students.

Bakgrund: Hur lärarutbildning lämpligen organiseras avseende högskole- respektive verksamhetsförlagda studier är under ständig diskussion i såväl policydokument som forskning. För att kunna tala om hur lärarutbildning kan och bör organiseras blir dock ett första steg att klargöra hur lärarstudenter konstruerar undervisning och (lärar-) kunskap inom ramen för lärarutbildning. Syfte: Empirin för föreliggande studie inhämtas från ett utvecklingsprojekt som arbetats fram inom ramen för en ämneslärarutbildning inför hösten 2016. Syftet med studien är att klargöra hur lärarstudenter konstruerar undervisning och lärarkunskap under examination som inbegriper undervisning i autentisk undervisningsmiljö (en klass med elever), respons från klasslärare samt efterföljande reflektionsseminarium baserat på videoupptagning av genomförd undervisning och lärarens respons. Metod: I studien nyttjas diskursanalys av fyra lärarstudenters verbala- och icke-verbala kommunikation i samband med examination. Resultaten av en deskriptiv respektive genealogisk analysfas presenteras med hjälp av praxisgemenskapen som tankefigur. Resultat: Diskursanalysen visar hur lärarstudenterna inom ramen för aktuell examination rör sig mellan vad som kan beskrivas som tre olika praxisgemenskaper: klassen-som-praxisgemenskap; lärare-som-praxisgemenskap samt lärarstudentgruppen-som-praxisgemenskap. Den undervisning lärarstudenter konstruerar korrelerar med etablerad undervisningspraktik som studenten själv iakttagit. Den lärarkunskap som konstrueras villkoras av andra inom den aktuella gemenskapen. Respektive praxisgemenskap har också sina egna rationaler som lärarstudenten behöver förhålla sig till i samband med examination. De positioner som lärarstudenten förmår att förhandla och upprätthålla villkorar också vad som är möjligt att sägas/göras i vilken praxisgemenskap och av vem. Konklusion: Lärarutbildningen kan sägas innefatta två parallella, informella utbildningar jämte den formella utbildningen. Lärarstudenten ställs inför överväganden mellan vad som kan beskrivas som intra- respektive interpersonella diskurser som villkorar hur lärarstudenten konstruerar undervisning och lärarkunskap i samband med examination. Lärarstudenter behöver därför inom ramen för lärarutbildning göras varse om konsekvenser kopplade till intrapersonella diskurser, de olika roller som finns tillgängliga för lärarstudenten, samt interpersonella diskurser, hur val av roll verkar i mötet med andra i en praxisgemenskap. / Background: The organization of teacher education and practicum is constantly under scrutiny in both policy documents and in research, often in connection to correlating debates regarding theory and practice. However, how pre-service teachers construe teaching and (teacher-) knowledge ought to be scrutinized before entering a discussion about the fundamental principles of teacher education. Aims: The aim of the study is to clarify how pre-service teachers construe teaching and teacher knowledge during an examination that includes: Teaching in an authentic learning environment (a class of pupils), feedback from a class teacher and a subsequent reflection seminar based on video recordings of the students' teaching and the teacher response. Method: A group of four pre-service teachers' verbal and non-verbal communication is examined using discourse analysis. The empirical data for this study is collected from a development project within subject teacher education, during autumn 2016. The results of descriptive and genealogical analysis phases are presented with Communities of Practice (CoP) as a theoretical figuration. Results: The discourse analysis reveals that pre-service teachers construe teaching that correlates with established practices based on their own experiences. What is construed as teacher knowledge is also conditioned by other members in a group. Pre-service teachers in the current exam move between what could be described as three different Communities of Practices: class-as-CoP; teachers-as-CoP as well as pre-service teachers-as-CoP. Each CoP has its own rationalities that the pre-service teacher needs to take into consideration; the rationalities concern the conditions for reification and participation in each CoP during examination. The positions that pre-service teachers manage to negotiate and maintain, governs what can be said/done in each CoP and by whom. Conclusion: In addition to the formal education, teacher education consists of two parallel and informal education programs that can be described as intra- and interpersonal discourses. The study shows that pre-service teachers need to make considerations regarding these concurrent programs and that the discourses govern how pre-service teachers construe teaching and teacher knowledge during examination. Therefore, pre-service teachers need to be made aware of consequences related to choices within intrapersonal discourses, i.e. the different roles available, and to interpersonal discourses, i.e. how the chosen role affects one´s encounter with other members within a CoP.Keywords: communities of practice,

The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the TSES. Analyses indicated a positive relationship between age, pattern of education, and global self-efficacy scores. In addition, a statistically significant relationship was indicated between age, pattern of education, and the factor of Instructional Strategies. No statistically significant relationship was found between initial college experience and global TSES scores or factor scores across the other demographic variables.

Book Summary: Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting.Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.

This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI course in relationship to the final semester when they were engaged in apprentice teaching; and 3) the field placement location during the apprentice teaching semester.

The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.

Developments in technology have influenced all areas of life, including education and in particular, language learning and teaching. The computer has become very advantageous in the teaching of foreign languages, especially with the augmentation of hardware, software and the World Wide Web. Computer-assisted language learning (CALL) is beneficial, since it helps teachers to enhance their teaching and gives students the opportunity to learn in an authentic and interesting environment. The impact of CALL has led many researchers to carry out studies to explore the significance of CALL and the factors that could enhance or reduce the integration of CALL into language learning and teaching. Although CALL could be beneficial to the enhancement of English proficiency among Saudi Arabian students, the integration of CALL is still narrow in terms of quantity and quality among EFL teachers in public female secondary schools in Riyadh. So, this study aims to explore the current integration of CALL among these teachers. Furthermore, this study aims to explore some of the factors that contribute to the integration of CALL, those being computer literacy and the computer training that is available for both pre-service and in-service teachers. In addition, the study focuses on the kind of training that is vital to enhance teachers' use of CALL. Also, this study revolves around the teachers' roles when using CALL, their barriers to the integration of CALL, as well as their attitudes toward CALL. The first step in this study is a background of the history of language teaching methods, starting with the traditional methods and ending with the integration of CALL. The literature review follows in order to substantiate this study with relevant studies that have been conducted in this area and to provide the theoretical background of the study. After that, the methods that are used to carry out the study are indicated; including the questionnaire, follow-up interviews and two focus groups. Lastly, an analysis of the results is done in order to come up with the findings. The findings of the study suggest that the current levels of computer use and computer literacy among EFL teachers are still insufficient. The available computer training is inadequate for both pre-service and in-service teachers and there are no computer courses facilitated by the Ministry of Education. Moreover, in-service teachers still need ongoing computer training courses to keep them up to date with recent developments in educational technology. Recommendations to increase teachers’ computer literacy and to enhance their use of CALL are considered as well as recommendations for further Saudi Arabian studies on CALL. / Dissertation (MA)--University of Pretoria, 2013. / gm2014 / Afrikaans / unrestricted

When interviewing school students for what constitutes a good mathematics teacher, the first characteristic usually listed is the ability to explain well. Besides well-founded content knowledge most important for classroom episodes of teacher explanations is knowledge about how to present mathematical concepts in a comprehensible way to students. This encompasses competencies in the area of verbal communication as well as the conscious use of means for illustrating and visualising mathematical ideas. We report about an analysis of explanatory processes in math lessons and about an analysis of prospective teachers\'' explanatory competencies. As a result we identify improvements in teacher education at university.

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