In an effort to ensure high quality early childhood education, curriculum reform has been implemented for over one decade in Shanghai kindergartens (specifically, since 2004). The reform guidelines largely align with the principles of Developmentally Appropriate Practice (DAP) issued by the National Association for the Education of Young Children (NAEYC) in the United States, which served as the conceptual framework of this study. This study aimed to develop a better understanding of kindergarten teachers’ beliefs and practice of Developmentally Appropriate Practice (DAP) in Shanghai in the context of educational reform, the relationship between teachers’ beliefs and their practice, and whether the type of school (public versus private) moderates the belief-practice relationship. Applying a correlational research design, this study measured kindergarten teachers’ beliefs and practices by the instrument of Teacher Beliefs and Practices Survey (three to five-year-olds) (Chinese version, by Wang, Elicker, McMullen, & Mao, 2008). Respondents from both public ( n = 111) and private ( n = 71) kindergartens in Shanghai completed this survey. Findings suggested that teachers endorsed both appropriate and inappropriate beliefs and engaged in both appropriate and inappropriate practices (as defined by DAP principles), but with significantly higher levels of endorsement in appropriate (as compared to inappropriate) beliefs and engagement in appropriate (as compared to inappropriate) practices. Teachers’ beliefs and practices were reported to be moderately positively correlated, implying that their practices tend to reflect their beliefs. School type was not found to moderate the belief-practice relationship; however, public and private school teachers, on average, differed in their levels of endorsing appropriate and inappropriate beliefs, and the levels at which they engage in appropriate practices (but not inappropriate practices, with the Bonferroni adjustment applied to control the Type I error rate). Public kindergarten teachers were higher, on average, for all four subscales. Implications are discussed along with suggestions for further research.

Depuis quelques années, plusieurs didacticiens du français se penchent sur l’enseignement et l’évaluation de l’oral, mais peu d’informations sont encore disponibles concernant les pratiques effectives des enseignants à cet égard. Notre recherche vise à décrire les croyances de deux enseignants de français au secondaire et leurs pratiques au sujet de l’évaluation de l’oral, plus particulièrement de l’oral dans une situation d’interaction entre pairs. Une entrevue dirigée a permis d’avoir accès à leurs croyances et à leurs pratiques déclarées, alors que le think-aloud a été employé pour observer leur pratique d’évaluation, à l’étape du jugement, d’une situation d’interaction entre pairs. Nos résultats montrent que, du point de vue de leurs croyances, les enseignants ont tous deux des préoccupations concernant les tâches et les instruments d’évaluation, et que leurs pratiques d’évaluation déclarées sont assez semblables en ce qui a trait aux tâches retenues, à leur fréquence et à l’intention poursuivie. Du côté de leurs pratiques d’évaluation observées à l’étape du jugement, nous exposons de façon détaillée les gestes d’enseignants en situation authentique, en identifiant les principaux processus cognitifs et métacognitifs impliqués dans cette tâche complexe. Des divergences entre les deux enseignants ont été observées relativement à leurs croyances, pratiques déclarées et pratiques observées durant le jugement. Tout d’abord, les critères retenus pour l’évaluation (pratique déclarée) ne tiennent pas toujours compte de ce qu’ils croient important d’enseigner en classe (croyance). De plus, malgré une pratique déclarée positive concernant l’autoévaluation, ces enseignants n’y ont peu ou pas eu recours durant leur jugement. Enfin, les gestes de l’un, durant le jugement, tendaient vers la posture d’instructeur-contrôleur, alors que ceux de l’autre s’inscrivaient davantage dans la posture de conseiller-didacticien. De façon générale, nous constatons que les pratiques de ces enseignants sont plus influencées par les situations rencontrées en tant qu’élèves et les traditions d’enseignement de la discipline que par le programme en vigueur. / In recent years, several researchers have studied the teaching and assessment of oral communication, but little information is yet available about the actual practices of teachers in this regard. The purpose of this study is to describe the beliefs and practices of two teachers regarding oral communication and its assessment in L1 French teaching in high school, as well as their actual assessment practices of oral interaction. A structured interview allowed us to collect data on their beliefs and practices, while the think-aloud technique was used to observe their actual assessment practices of oral interaction. Analysis of the interviews showed that, in terms of their beliefs, teachers have concerns about the assessment of oral communication, mainly with respect to both tasks and assessment tools. In terms of their practices, we discovered that their assessment practices of oral communication are quite similar with respect to selected tasks, their frequency and their purpose. In terms of their observed practices, our study presents in detail the actions of teachers in authentic assessment situation, identifying cognitive and metacognitive processes involved in this complex task. Differences between the two teachers were observed with respect to their beliefs, practices and actual assessment practices. First, the criteria for evaluation (practice) does not always reflect what they believe to be important to teach in the classroom (belief). Moreover, despite a positive attitude regarding self-evaluation, these teachers have little or no interest in using it while assessing their students. Lastly, one of the teacher’s actions resembled the instructor-controller assessor’s type, while those of the other teacher resembled more the advisor educationalist. In general, we find that the practices of these teachers are more influenced by the situations they encountered when they were students and by the teaching traditions of their discipline than by the current curriculum.

In this qualitative case study, the beliefs and practices regarding codeswitching in the EFL classroom are compared between selected teachers of English in upper-secondary and compulsory school (school years 7-9) from Sweden. Through semi-structured interview questions, the data were collected from six teachers from each of the respective levels of education. The interviews were conducted by the researcher on a one-to-one basis with the informants of the study. The answers showed several differences and similarities between the teachers. While both groups of teachers said that codeswitching was to varying extent necessary, the upper-secondary school teachers seemingly had a more negative view towards codeswitching in the EFL classroom. Most of the upper-secondary school teachers codeswitched when for example teaching difficult areas such as grammar by making direct comparisons to the Swedish language. The compulsory school English teachers were less negative towards the use of the L1 and often stated that codeswitching was necessary and had several uses in the EFL classroom.  According to the compulsory school English teachers, codeswitching could aid when giving complex instructions, feedback or be used to show student comprehension. When the teachers were asked about whether the guideline documents affected their choice of language in the classroom, four out of six of the upper-secondary school teachers said that their language selection was affected by the directives to varying extent. The compulsory school English teachers’ selection of language was not affected by their guideline documents, which was expected since these do not give directives regarding language selection. / I den här kvalitativa fallstudien jämförs tron ​​och bruk gällande kodväxling i engelskundervisningen mellan ett antal av gymnasieskolans engelsklärare och högstadiets engelsklärare från Sverige. Genom semistrukturerade intervjufrågor samlades data från sex lärare från respektive skolnivå. Intervjuerna utfördes av forskaren på en-till-en-basis med varje lärare som deltog i studien. Svaren visade flera skillnader och likheter mellan lärarna. Medan båda grupperna av lärare sågs att kodväxling i varierande utsträckning var nödvändigt, visade gymnasielärarna en mer negativ syn på koderna i engelskklassrummet. De flesta gymnasieskolelärare bytte kod när de exempelvis undervisade om svåra områden så som grammatik genom att göra direkta jämförelser med det svenska språket. De högstadielärarna var mindre negativa mot användningen av förstaspråket och anförde att kodbytande var nödvändiga och hade användning i engelskklassrummet. Enligt de högstadielärarna kan kodväxling hjälpa till när man ger komplexa instruktioner, återkoppling eller användas för att visa studentförståelse. När lärarna frågades om huruvida riktlinjedokumenten påverkade deras språkval i klassrummet, sade fyra av sex av gymnasieskolelärarna att deras språkval påverkades i varierande grad av direktiven. Högstadielärarnas val av språk påverkades inte av deras riktlinjer, vilket var förväntat då dessa inte nämner lärarens språkanvändning.

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.

本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。 本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。 本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。 / The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices. This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching. Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

Notre questionnement trouve sa source dans la mise en place, dans le cadre de la réforme du lycée de 2010, de l'enseignement d'exploration Méthodes et Pratiques Scientifiques (MPS) en Seconde. Cet enseignement pluridisciplinaire, visant à initier les élèves à la démarche scientifique dans le cadre d'un projet, a conduit les enseignants de mathématiques, à interroger et à modifier leurs pratiques. Nous proposons d'analyser ces changements sous l'angle des ressources et du travail des enseignants sur ces ressources. Nous mobilisons les cadres théoriques de la double approche didactique et ergonomique (Robert, 2010a ; Rogalski, 2010) et de l'approche documentaire du didactique (Gueudet et Trouche, 2010). Notre recherche est conduite à partir du suivi de professeurs de mathématiques impliqués en MPS et engagés dans différents collectifs disciplinaires et pluridisciplinaires. Ce suivi est complété par des entretiens avec les collègues des autres disciplines. Nous avons aussi effectué une étude sur l'offre des ressources disponibles pour l'un des thèmes proposés. Cette étude s'inscrit dans le programme de recherche ReVEA (Ressources Vivantes pour l'Enseignement et l'Apprentissage), soutenu par l'ANR. Notre thèse propose de montrer l'impact des ressources et de leur manque depuis la compréhension de la tâche prescrite jusqu'à la tâche effective, ainsi que celui des différents collectifs dans lesquels le professeur de mathématiques est impliqué. Elle questionne également les effets de ce travail sur le développement professionnel concernant en particulier la conception et la mise en œuvre de séances fondées sur des démarches d'investigation. / Our questioning emerges from the establishment of a new teaching, called Scientific Methods and Practices (MPS), as part of the French high school reform in 2010. This multidisciplinary teaching, which aims to initiate pupils to a scientific approach, leds mathematics teachers to question and to change their practices. We propose to analyze these changes in terms of resources and the way teachers work on these resources. We retain two approaches: the double approach didactic and ergonomic of the teaching practices (Robert, 2010a; Rogalski, 2010) and the documentational approach of didactics (Gueudet et Trouche, 2010). Our research is conducted from observations of mathematics teachers involved in MPS and engaged in different disciplinary and multidisciplinary collectives. These observations are supplemented by interviews with colleagues in other disciplines. We also performed a study of resources available for one of the themes proposed. This study is part of the research program ReVEA (Living Resources for Teaching and Learning), supported by the ANR. Our thesis aims to show the impact of resources and lack of resources from understanding the prescribed task to the effective task, and also the impact of the different collectives in which the mathematics teacher is involved. It questions as well the effects of this work on professional development, especially regarding the inquiry-based science teaching.