Cette recherche porte sur la transition de l'exercice d'un métier vers son enseignement des enseignantes et enseignants débutants de la formation professionnelle au Québec et vise à comprendre leur expérience vécue lors de leur transition. Elle traite d'abord de leur insertion professionnelle caractérisée par des conditions de travail précaires. Elle aborde ensuite la transition de l’identité professionnelle vécue et les tensions qu'elle entraine. Le concept d'expérience de Dewey a été utilisé pour penser la transition vers l'enseignement comme un processus d'apprentissage basé sur le principe de la continuité et de l'interaction avec l'environnement. Les travaux de Dubar sur la socialisation professionnelle et son concept de transaction se sont avérés pertinents pour comprendre les transformations identitaires en jeu. Nous avons recueilli des données qualitatives issues de douze entretiens semi-dirigés que nous avons analysés à l'aide d'une méthode d'analyse thématique. Les résultats montrent que l'expérience professionnelle dans leur propre métier est la ressource la plus importante que les enseignantes et enseignants mobilisent à la fois pour composer avec la transition et dans le cadre de leurs pratiques en enseignement. Cependant, la recherche montre que la transition vers l'enseignement peut être représentée et accomplie de deux manières très différentes par les personnes participantes : en parallèle à la pratique continue de leur métier, où l'enseignement va de pair avec la pratique continue du métier, ou plutôt comme un engagement entier dans une carrière d'enseignement, où la pratique du métier est considérée comme une ressource sous la forme d’expériences passées. / This research looks at the transition from the practice of a trade to the practice of teaching that trade by new teachers in trade schools in Quebec. It aimed at understanding the lived experience of new teachers as they navigated transition from their trade to teaching. It first deals with their professional integration characterized precarious working conditions. It then discusses the professional identity transition they undergo and the tensions it entails. Dewey’s concept of experience was used to think about the transition to teaching as a learning process based on the principle of continuity and interaction with the environment. The works of Dubar on professional socialization and its concept of transaction was found insightful in understanding the identity transformations involved. We collected qualitative data, mainly from 12 semi-directed interviews which we analyzed using a thematic analysis methods. The results show that the professional experience in their own trade was the most significant resource teachers draw upon both in dealing with the transition and in their teaching practices. However, the research shows that the transition to teaching can be framed and realized in two quite different ways : in parallel with the continuing practice of their trade, where teaching goes together with the continuing practice of the trade, or as a full commitment to a career in teaching where the practice of the trade is seen as a resource in the form of past experiences.

Orientador: Roberto Gurgel Azzi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-12T15:22:24Z (GMT). No. of bitstreams: 1 Araujo_ElviraAparecidaSimoesde_D.pdf: 1410802 bytes, checksum: 3892f9cde3dcf5236d0ee5a3ce8b903a (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa busca rediscutir as contribuições da Análise do Comportamento para a Educação no Brasil. Para tanto procedeu entrevistas com nove sujeitos, Psicólogos, Analistas do Comportamento, também Professores, considerados informantes qualificados, selecionados pelo banco de currículos LATTES, que atendessem aos critérios de formação e produção acadêmica, ligados ao ensino de Psicologia e/ou Educação. Foi solicitado que expressassem considerações acerca das contribuições e obstáculos da relação entre Análise do Comportamento e Educação e também acerca de sua própria atividade de ensino. Os resultados, organizados em categorias, corroboram estudos da literatura ao apontar tanto para a contribuição já demonstrada pela abordagem, quanto pelos obstáculos das incompreensões. Também é presente uma análise dos limites dos próprios analistas do comportamento em prover maior comunicação com a Educação e demonstrar com sua prática educativa a viabilidade do exercício da Análise do Comportamento no campo educacional. São apresentadas considerações críticas acerca da forma com que a abordagem é apresentada e também acerca da importância do ensino de teorias de ensino - aprendizagem para o professor, tarefa na qual o domínio dos princípios e a aplicação da Análise do Comportamento demonstra ser de grande relevância. / Abstract: This papers aims at rediscussing the contributions that Behavior Analysis has made to Education in Brazil. Interviews were carried out with nine subjects - Psychologists, Behavior Analysts, and Teachers - all of whom were considered qualified informants, selected through the LATTES curriculum bank, attending to necessary qualification and academic production criteria and related to the teaching of Psychology and/or Education. They were requested to express their views on the contributions and obstacles of the relationship between Behavior Analysis and Education, and on their own teaching practice. The results, organized into categories, corroborate the studies found in literature, pointing to the fact that some contribution is already demonstrated by the teaching approach used, but is somehow impeded by incomprehension. It also presents an analysis of the Behavior Analysts themselves, of their limitations in communicating better with the Educators and in demonstrating with their educating practice the role Behavior Analysis can play in Education. Considerations as to how the teaching approach is addressed are presented, as well as considerations emphasizing the importance of teaching teachers Teaching and Learning Theories, a task in which the mastering of the principles and applications of the Behavior Analysis are of great relevance. / Doutorado / Psicologia Educacional / Doutor em Educação

Un vocabulaire riche favorise le développement des habiletés de communication, d’expression et de l’esprit critique. Afin d’aider les élèves à croitre, il est crucial de dispenser un enseignement lexical efficace. Cependant, les enseignants auraient peu recours aux pratiques recommandées par la recherche, celles de l’enseignement direct du vocabulaire. Les mots enseignés devraient être expliqués dans un contexte authentique, rencontrés fréquemment et réinvestis lors d’activités ludiques, ce qui n’est pas toujours fait. Peu de formations portant sur le vocabulaire sont offertes aux enseignants. Les objectifs de notre recherche sont d’élaborer une formation sur l’enseignement direct du vocabulaire, d’expérimenter et documenter sa mise en place et de déterminer son efficacité. Pour élaborer notre formation, nous nous sommes basés sur les recherches portant sur l’efficacité des dispositifs de formation continue. Nous avons mis sur pied une formation distribuée dans le temps, dans laquelle les enseignants participent activement avec leurs collègues de cycle. Six enseignants du primaire ont participé à la formation. Trois entrevues ont été menées avec les participants avant la formation, immédiatement après celle-ci et deux mois plus tard sur leurs conceptions et leurs pratiques relatives au vocabulaire. La mise en place et le déroulement de la formation ont été documentés. Des analyses thématiques ont permis d’identifier les forces externes, centrales et structurelles ainsi que les éléments propres à la formation qui ont influé sur sa mise en place. Les résultats d’analyses qualitatives longitudinales sur les entretiens suggèrent que les conceptions et, dans une moindre mesure, les pratiques des enseignants ont évolué à la suite de la formation. / A rich vocabulary supports the development of communication, expression and critical thinking skills. To help students grow, effective lexical instruction is crucial. However, teachers reportedly make little use of the research-recommended practice of direct vocabulary instruction. The words taught should be clearly explained in an authentic context, frequently encountered and reused in playful activities, which is not always done. Little training ob vocabulary is offered to teachers. The objectives of our research are to develop a training course on robust vocabulary instruction, to experiment and document its implementation and to determine its effectiveness. In developing our training, we drew on research on the effectiveness of professional development schemes. We set up a time-distributed professional development training course in which teachers actively participate with their cycle colleagues. Six primary school teachers participated in the training. Three interviews were conducted with the participants before the training, immediately after the training, and two months later on their conceptions and practices regarding vocabulary. The set-up and conduct of the training were documented. Thematic analyses were used to identify external, central and structural forces as well as elements specific to the training that influenced its implementation. The results of longitudinal qualitative analyses of the interviews suggest that teachers' conceptions and, to a lesser extent, practices evolved with the training.

Made available in DSpace on 2017-07-21T14:54:02Z (GMT). No. of bitstreams: 1 MABIACAMARGO.pdf: 2963654 bytes, checksum: 9a95b861316170c98e112c71b5018ba2 (MD5) Previous issue date: 2012-12-07 / The purpose of this study is to understand how issues of race and ethnicity are being treated in the English as a Foreign Language classes. The locus school of the research is a public school located in the district of Entre Rios, which is formed by five Swabian colonies, in the city of Guarapuava-PR. The classroom observed is composed of students who live on the outskirts of the district, students who live in rural communities and farms between the city of Guarapuava and Pinhão, and also students who live in the Invernada Paiol de Telha Community, a quilombola settlement located in the Socorro Colony. The theoretical base used in this research was constructed from studies about: critical literacy, social-identity theory and the issue of race / ethnicity (MCLAREN E LANKSHEAR,1993, MOITA LOPES, 2002, FERREIRA, 2006, KLEIMAN,1995, PENNYCOOK, 1998, STREET, 1995, BAUMAN, 2005, MUNANGA, 2004). As well as official documents, for example, Federal Law 10.639/2003, which demands the teaching of History and Afro-Brazilian Culture in Basic Education, and the DCEs (Parana State Curricular Guidelines for EFL). The research is qualitative with an interventionist kind, the working method is an ethnographic case study, where through observations during the period of approximately two months, it was accompanied the work of an EFL teacher in dealing with issues of race and ethnicity. In order that, a teaching unit was designed and implemented in the classes of EFL. The research shows up the issues of identity are characterized by the territorial and the social class notion, because of a hegemonic German identity, the other ethnics (Brazilians and Quilombolas) are forgotten and not enhanced. The need for ongoing training of English Language teachers so that the ethnic and racial issues can be worked satisfactorily in the classroom is primary, because the collected data indicates that ethnic and racial issues were not being worked in EFL classes at the referred school. This study aims to contribute to an education of EFL that satisfies the cultural and political demands in equality of race and ethnicity, and to continue discussions about teacher educational training, viewing an anti-racist education. / A proposta deste trabalho está em compreender como as questões de raça e etnia têm sido tratadas nas aulas de língua inglesa. A escola locus da pesquisa é uma escola pública, localizada no Distrito de Entre Rios, o qual é formado por cinco colônias suábias, na cidade de Guarapuava-PR. A sala de aula observada é composta por alunos que vivem na periferia do Distrito, em comunidades rurais e chácaras entre os municípios de Guarapuava e Pinhão, e também por alunos que vivem na Comunidade Invernada Paiol de Telha, um assentamento quilombola, localizado na Colônia Socorro. Os aportes teóricos utilizados na pesquisa foram construídos a partir de estudos sobre Letramento Crítico, teorias socioidentitárias e a questão de raça/etnia (MCLAREN E LANKSHEAR,1993; MOITA LOPES, 2002; FERREIRA, 2006; KLEIMAN,1995; PENNYCOOK, 1998; STREET, 1995; BAUMAN, 2005; MUNANGA, 2004). Este trabalho também se apoia em documentos oficiais como, por exemplo, a Lei Federal 10.639/2003, que torna obrigatório o Ensino de História e Cultura Afro-Brasileira na Educação Básica, e as DCEs-LEM (Diretrizes Curriculares da Educação Básica de Língua Estrangeira Moderna do Paraná). A pesquisa é qualitativa de caráter intervencionista, o método de trabalho é o estudo de caso etnográfico, a partir do qual, por meio de observações realizadas durante o período aproximado de dois meses, foi acompanhado o trabalho de uma professora de Língua Inglesa (LI) no trato das questões de raça e etnia. Para tanto, uma unidade didática foi elaborada e aplicada nas aulas de LI. A pesquisa evidencia que as questões de identidade estão marcadas pela noção de territorialidade e classe social, devido a uma identidade hegemônica alemã na região, o que determina um esquecimento e consequente desvalorização das as outras etnias (brasileiros e quilombolas) presentes no território. A necessidade da formação continuada dos professores de língua inglesa para o trato das questões étnico-raciais nas aulas de língua inglesa é primordial, pois os dados gerados indicaram que essas questões não estavam sendo trabalhadas nas aulas de LI da referida escola. Este estudo, nesse sentido, visa contribuir para um ensino de LI que satisfaça as demandas culturais e políticas na igualdade de raça e etnia, e ainda dar continuidade às discussões sobre a formação de professores com vistas a um ensino antirracista.

Certaines caractéristiques des ressources numériques sont de nature à soutenir les apprentissages de tous les élèves en classe. L’étude de Cyr, Charland et Riopel (2016) permet notamment d’observer un effet significatif sur l’apprentissage du concept de fraction lorsque les élèves réalisent les parcours de l’application Slice Fractions. Toutefois, l’intégration de cette ressource à l’enseignement régulier en classe n’accroit pas cet effet. Notre recherche-action vise à soutenir l’intégration de ressources numériques à des pratiques pédagogiques efficaces par le biais d’un dispositif de développement professionnel jumelant un cercle pédagogique et un soutien en classe. Elle a été réalisée auprès de trois enseignantes de trois classes d’une école primaire afin de mieux comprendre comment intégrer efficacement les pratiques pédagogiques et les ressources numériques en classe pour mieux soutenir les apprentissages de tous les élèves. Nous avons observé les pratiques pédagogiques et le processus d’apprentissage des élèves en classe. Nous avons aussi étudié l’apport d’un dispositif de développement professionnel pour soutenir le développement des pratiques dans une perspective d’intégration de ressources numériques. L’analyse qualitative est basée sur la documentation sur vidéo des pratiques pédagogiques des enseignantes, de la démarche de leurs élèves et des cercles pédagogiques. Nos résultats suggèrent que les pratiques pédagogiques mises en œuvre dans ce contexte permettent de mieux soutenir le développement du raisonnement, du métalangage et de l’autorégulation chez tous les élèves. L’ajout d’un dispositif numérique permet également aux enseignantes de segmenter les problèmes à résoudre et de recueillir les réponses de tous les élèves. Ce processus soutient et influe sur leur évaluation du niveau de compréhension des élèves. Les échanges en cercle pédagogique et le soutien en classe contribuent également au développement de la capacité des enseignantes à discerner des éléments importants dans le processus et guident leur planification des activités subséquentes. / Some attributes of digital resources are likely to support the learning of all students. In the study by Cyr, Charland and Riopel (2016), a significant effect on the learning of the concept of fraction was observed when students worked through all levels of the application Slice Fractions. However, the implementation of this resource in regular classroom instruction did not increase this effect. Our action research aims to support the integration of digital resources with effective teaching practices through a professional development intervention combining video clubs and in-class assistance. It was conducted with three teachers in three classes of an elementary school to better understand how to conduct an effective integration of teaching practices and digital resources in the classroom to better facilitate the learning of all students. We observed the teaching practices and the learning process of students in class. We also studied the contribution of a professional development intervention to support the development of teaching practices within a context where digital resources are implemented in the classroom. Qualitative measures are based on the analysis of video documentation of the teachers’ practices, their students’ learning process and the video clubs. Our results suggest that the teaching practices implemented in this setting better support the development of reasoning, metalanguage, and self-regulation among all students. The use of an additional digital resource also allows teachers to break down the problems to be solved and collect responses from all students. It supports this process and influences their evaluation of the students’ level of understanding. The video club discussions and the in-class assistance also contribute to the development of teachers’ ability to discern important elements in the students’ learning process and guide their planning of subsequent activities. Our results inform the discussion on the nature of teaching practices that are likely to promote the implementation of digital resources and foster learning for all students, as well as on the impact of video clubs and in-class assistance and the conditions that strengthen their effectiveness in this type of context.

Depuis les années 1990, la formation des enseignants français et québécois a évolué au rythme des réformes et du mouvement de professionnalisation de l’enseignement (Malet, 2010). La France et le Québec n’ont pas opté pour les mêmes configurations de leurs programmes de formation. La formation à l’enseignement est plus longue au Québec qu’en France et correspond à un diplôme de premier cycle universitaire. Cependant, dans un pays comme dans l’autre, l’insertion professionnelle fait naître chez les nouveaux enseignants un sentiment de manque de préparation au métier (Broccolichi et al., 2018 ; Borges et al., 2021). Cette thèse s’intéresse à cette période particulière de la carrière enseignante qu’est l’insertion professionnelle et, plus particulièrement, aux apprentissages propres aux relations avec les élèves qui s’effectuent à cette période. La maîtrise de ces relations est aujourd’hui une condition indispensable pour pouvoir « faire la classe » (Barrère, 2002). À partir d’une analyse sous le prisme de la sociologie du travail enseignant, de la sociologie de l’expérience mais aussi de concepts plus proches des sciences de l’éducation tels que les « savoirs pour enseigner », le « développement professionnel » ou encore « l’apprentissage par l’expérience », cette recherche permet d’articuler des objets qui jusque-là ont plutôt été analysés séparément : la formation initiale, l’entrée dans le métier, la formation continue et les difficultés du travail enseignant. Ce travail repose sur l’analyse d’entretiens semi-directifs menés auprès d’enseignants québécois et d’enseignants français. Les résultats mettent en avant les épreuves relationnelles que les enseignants rencontrent lorsqu’ils débutent dans le métier ainsi que les stratégies qu’ils mobilisent afin de leur faire face. Ils montrent que les enseignants débutants s’appuient sur des ressources telles que la formation, la division du travail éducatif, les collègues ou encore les parents d’élèves. Enfin, ces enseignants sont présentés comme étant détenteurs de connaissances relationnelles constituées à la fois de connaissances sur les élèves et de connaissances sur eux-mêmes en situation d’interaction en classe. Cette thèse ouvre trois axes de réflexion. Premièrement, le manque de formalisation de l’interaction avec autrui est ce qui fait frein à la professionnalisation des métiers de la relation (Demailly, 2008). La réflexion autour de l’objection d’un « savoir relationnel » détenu par les enseignants chevronnés et transmis de génération en génération a donc été amorcée. Deuxièmement, l’approche comparée a permis de mettre en avant le poids de l’organisation scolaire et des choix politiques en matière de formation sur l’apprentissage de la dimension relationnelle du métier. Une réflexion sur les contenus des formations à l’enseignement mais aussi sur leur organisation a donc été proposée. Troisièmement, cette recherche propose une réflexion théorique et pratique sur les relations entre enseignants et élèves. L’injonction à l’individualisation n’a pas été couplée avec une réorganisation des espaces scolaires et du travail des enseignants. Par conséquent, il semble aujourd’hui difficile de considérer ces relations comme étant individualisées. / Since the 1990s, the education and training of French and Quebecois teachers has evolved in line with educational reforms and the professionalization movement in teaching (Malet, 2010). France and Quebec have not adopted the same configurations for their initial teacher education (ITE) programs. ITE in Quebec is longer than in France and corresponds to an undergraduate degree. However, in both countries, new teachers experience a sense of unpreparedness for the profession during their induction years (Broccolichi et al., 2018; Borges et al., 2021). This thesis focuses on a specific period in teachers' careers, namely professional induction, and particularly on the learning related to relationships with students during this time. Mastery of these relationships is now an essential condition for being able to "manage the classroom" (Barrère, 2002). Through an analysis under the lenses of the sociology of teachers’ work, the sociology of experience, and concepts closer to educational sciences such as "knowledge for teaching," "professional development," and "experiential learning" this research allows for the integration of objects that have hitherto been analyzed separately: initial teacher education, entry into the profession, continuous professional development, and the challenges of teaching. This work is based on the thematic analysis of semi structured interview conducted with Quebecois and French teachers. The results highlight the relational challenges that teachers face when starting their careers, as well as the strategies they employ to address them. They demonstrate that novice teachers rely on resources such as training, the division of educational labor, colleagues, and even students’ parents. Finally, these teachers are presented as possessors of relational knowledge composed of both knowledge about students and self-awareness in interactive classroom situations. This thesis introduces three areas of reflection. Firstly, the lack of formalization of interaction with others hinders the professionalization of relational professions (Demailly, 2008). The discussion around the notion of "relational knowledge" held by experienced teachers and transmitted from generation to generation has thus been initiated. Secondly, the comparative approach has highlighted the influence of school organization and political choices regarding training on the learning of the relational dimension of the profession. Reflection on the content and organization of teacher education programs has therefore been proposed. Thirdly, this research offers a theoretical and practical reflection on relationships between teachers and students. The call for individualization has not been coupled with a reorganization of school spaces and teachers' work. Therefore, considering these relationships as individualized appears challenging today.

Au cours des dernières décennies, le Québec a connu une augmentation significative du nombre d’élèves ayant des défis particuliers dans les classes ordinaires du primaire. Cette diversification des profils d’apprentissage a complexifié l’enseignement, qui vise la réussite de tous les élèves indépendamment de leurs besoins spécifiques. Les pratiques pédagogiques et les ressources matérielles jouent un rôle crucial pour favoriser l’accès, la participation et la progression pour tous les élèves. Toutefois, les enseignants ne semblent pas suffisamment préparés, tant dans leur formation initiale que continue, pour mettre en place des pratiques dites accessibles dans la classe. Cette étude vise à mieux comprendre comment la formation courte s’appuyant sur le processus de planification universelle (PPU) peut soutenir les enseignants du primaire afin de planifier et mettre en œuvre la conception universelle de l’apprentissage (CUA) et les aides technologiques (AT) dans la classe. Plus spécifiquement, cette étude vise à concevoir un dispositif de formation à proposer aux enseignants, à documenter la réalisation des étapes du PPU par les enseignants et à décrire les apports et les limites du dispositif de formation quant au soutien apporté par ce dernier aux enseignants du primaire au Québec. À partir de la littérature recensée, un dispositif de formation a été élaboré et proposé à cinq enseignants du primaire. Les enseignants ont suivi une formation en ligne d’environ une heure de façon individuelle avant de participer à une rencontre de travail collectif. Les résultats de cette recherche, s’appuyant sur une méthodologie qualitative, montrent que le dispositif de formation courte offre un soutien prometteur aux enseignants. Celui-ci a contribué à changer les perceptions des enseignants en ce qui concerne les difficultés à apprendre orientant le regard vers l’identification des obstacles plutôt que des déficiences. De plus, le PPU a été utile pour soutenir la planification et la mise en œuvre de la CUA et des AT par les enseignants. Enfin, la collaboration, l’accompagnement et la conception des ressources de formation selon les principes de la CUA ont joué un rôle pour soutenir la compréhension et le développement d’habiletés au cours de cette formation. / Over the last few decades, Quebec has seen a significant increase in the number of students with special challenges in regular primary school classes. This diversification of learning profiles has complicated teaching, which aims at the success of all students regardless of their specific needs. Educational practices and material resources play a crucial role in promoting access, participation and progress for all students. However, teachers do not appear to be sufficiently prepared, both in their initial and continuing training, to implement so-called accessible practices in the classroom. This study aims to better understand how short training based on the Planning for all learners (PAL) can support primary school teachers in planning and implementing the Universal design of learning (UDL) and assistive technology (AT) in the classroom. More specifically, this study aims to design a training to be proposed to teachers, to document the achievement of the PAL stages by teachers and to describe the contributions and limits of the training system in terms of the support provided by the latter to primary school teachers in Quebec. Based on the literature collected, a training scheme was developed and proposed to five primary school teachers. Teachers took about an hour of online training individually before participating in a collective work meeting. The results of this research, based on a qualitative methodology, show that the short-term training system offers promising support to teachers. This has helped change teachers’ perceptions of learning difficulties by looking to identify obstacles rather than disabilities. Most of all, the PPU has been useful in supporting the planning and implementation of UDL and ATs by teachers. Finally, the collaboration, support and design of training resources in accordance with the UDL principles played a role in supporting understanding and skills development during this training.