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Dans le domaine de la psychosociologie et de la gestion des comportements professionnels, l’analyse des interactions autour de desaccords en milieu professionnel est un sujet central. Cet article presente une etude de cas liee a la situation de la repetition d’un concert au cours de laquelle des musiciens et des techniciens se rencontrent pour l’organisation et la mise en place technique d’un spectacle. Notre objectif principal est d’analyser les desaccords qui emergent du point de vue de leur forme, de leur structure et de leur signification, ainsi que de relever les positionnements des interactants au sein de leur groupe professionnel (respectivement, les musiciens et les regisseurs). A ce propos, une analyse qualitative (discursive et argumentative) a ete conduite. Les resultats montrent l’emergence de modalites variees dans la gestion des desaccords lors de situations d’echanges en milieu professionnel, ainsi que des indices d’appartenance aux groupes impliques lors de conflits inter-groupes. Cette etude de cas montre le potentiel de l’analyse de situations d’interaction en contexte professionnel pour mieux comprendre des phenomenes linguistiques lies aux conduites conversationnelles des participants et a leur production-mobilisation-circulation de savoirs lies a des pratiques situees.

Teachers’ general pedagogical knowledge (GPK) has been emphasized as an important factor in pupils’ learning, although a gap appears when describing this concept in the context of school practices....

In this paper, we examine the attitudes toward integrating work and family in a sample of 247 teachers in Switzerland and Israel. More particularly, we focus on the national context’s role in mediating the relations between professional and private spheres. The data were collected by a questionnaire implemented and administered in the two countries. The analysis reveals differences between Israeli and Swiss teachers regarding the importance of attribution to life roles and their attitudes toward conflict and facilitation. Findings suggest new insights into the consideration of cultural elements in shaping the teachers’ attitudes toward the integration of family and work.

Research related to the integration of the demands of work and family highlights the difficulties teachers experience in handling their careers and private lives. The goal of this study is to examine the arguments they use to explain what might make work-family integration easier for them. A questionnaire has been administered to 728 teachers in Israel and Switzerland, two countries dealing with teachers’ work-family relations. Through a qualitative analysis of the types of arguments advanced by teachers, the reconstruction of their reasoning (for the topical and endoxical components) has been performed. Results reveal that the support of family and institution are advanced as critical aspects in both countries. Implications in shaping teachers’ attitudes towards work-family integration are discussed. (DIPF/Orig.) In der Forschung zur Vereinbarung von Beruf und Familie wird häufig auf Schwierigkeiten von Lehrkräften hingewiesen. Ziel dieser Studie ist es, Argumente von Lehrpersonen zu untersuchen, die die Vorteile einer Vereinbarung dieser beiden Bereiche beschreiben. Hierfür wurde ein Fragebogen von 728 Lehrkräften aus Israel und der Schweiz ausgefüllt. Anhand einer qualitativen Analyse der vorgebrachten Argumente wurde die Rekonstruktion der Argumentation (für die thematischen und endoxischen Komponenten) durchgeführt. Die Ergebnisse zeigen, dass die Unterstützung durch die Familie und durch die Institution in beiden Ländern als wichtige Aspekte angeführt werden. Es wird diskutiert, welche Auswirkungen dies auf die Einstellung der Lehrer*innen zur Integration von Beruf und Familie hat. (DIPF/Orig.)

PurposeSmart Manufacturing (SM) lies at the core of Industry 4.0. Operations management research has identified several factors influencing firms’ ability to adopt SM. However, a clear understanding of capabilities needed to progress in SM is still missing. This paper aims to investigate how absorptive capacity (AC) allows firms to advance in SM and explore how managerial antecedents support the capacity to absorb SM-related knowledge at different stages of SM adoption.Design/methodology/approachThis study adopts an exploratory approach through multiple case studies. Twelve firms, operating as part of the automotive supply chain and exhibiting different stages of SM adoption, constitute the sample.FindingsThe results suggest that advancement in SM requires firms to progressively reinforce their AC. Firms’ ability to acquire and assimilate SM knowledge is supported by managerial antecedents encompassing integrative capacities to bridge old and SM technologies, managerial cognition through the clear alignment of SM technologies with strategic goals and knowledge development capabilities through practices oriented to provide senior managers with SM competences.Originality/valueThe findings contribute to SM research by suggesting that AC is a crucial dynamic capability for SM adoption. The results also provide evidence-grounded recommendations to firms engaged in the digital transformation on the managerial capabilities needed to support AC and to progress from lower to higher stages of SM.

Cet article s’intéresse aux préjugés "flagrants" et "voilés" manifestés par 1’858 élèves de collège et de lycée en France au moyen d’une enquête par questionnaire. Une première analyse descriptive permet de repérer les facteurs sociaux et scolaires pouvant influencer la perception par les élèves de l’investissement des enseignant·e·s autour de questions liées à l’immigration. à partir de modèles multivariés, les analyses montrent que lorsque les élèves déclarent que leurs enseignant·e·s abordent les thématiques liées au racisme, aux discriminations et à la diversité culturelle, les attitudes intolérantes baissent. L’analyse causale met en exergue l’existence de facteurs externes facilitant l’appropriation des interventions des enseignant·e·s par les élèves. (DIPF/Orig.), This article focuses on “blatant” and “subtle” prejudices expressed by 1858 lower and upper secondary school students in France, in a self-reported survey. A first descriptive analysis allows to identify the social and school factors that may influence students’ perception of teachers’ involvement regarding issues raised by migration. Multivariate analyses show that when students state that their teachers address issues related to racism, discrimination and cultural diversity, intolerant attitudes decrease. Mediation and moderation models highlight the existence of external factors facilitating the appropriation of teachers’ interventions by students. (DIPF/Orig.)

Comme en temoignent la grande majorite des contributions a cet ouvrage, la question des liens entre la gouvernance des systemes scolaires et «la recherche» est le plus souvent abordee sous un angle «economique» (questions d’efficacite) ou «sociologique» (questions d’equite). La gestion des moyens d’enseignement (desormais ME) ne semble guere, en revanche, etre envisagee dans cette perspective globale de gouvernance du systeme, mais plutot comme une question d’ingenierie didactique, voire comme une simple question de logistique. Dans ce chapitre, apres une presentation de la problematique, nous developperons deux exemples concrets de collaborations de chercheur·e·s a l’une ou l’autre des diverses phases du processus global de gestion des ME (conception – elaboration – experimentation – diffusion – formation – evaluation). Ces deux exemples, concernant le paysage educatif en Suisse romande, nous permettront de mieux comprendre le role que jouent/ devraient jouer les didacticien·ne·s et/ou les chercheur·e·s dans ce processus relevant clairement selon nous de la gouvernance du systeme. Precisons que les observations sur lesquelles se base le present chapitre datent de 2016 et ne refletent plus tout a fait la situation actuelle.

This study aims at exploring the role of middle managers’ leadership style in promoting work engagement in public administrations. Building on leadership theory, the work engagement literature and ...

The main goal of this paper is to propose a new method of inquiry that is aligned with the dialogical and sociocultural approaches and is inspired by the work of Michele Grossen.

Studies of argumentation in education have increased in the last few decades, to analyze how people learn to argue, and how it is possible to improve practices of arguing to learn. Overall, these studies have shown that argumentation at school rarely occurs spontaneously, in contrast to the dialogical practices in informal settings, although the argumentative capacities of young children, even at preschool level, have been already highlighted. Other studies have been specifically devoted to examining the role of teachers in establish the conditions to engage pupils in argumentation: how to present instruction, how to motivate them to argue, how to guarantee a proper collaboration. Although we recognize the interest of looking at the role of the adult (teacher) in designing argumentative activities at school, in this paper we intend to analyze whether the presentation of a task requiring argumentative exchange is taken by children as a useful occasion to start arguing. To attend this goal, we will refer to an interdisciplinary approach, combining the pragma-dialectics and a discursive perspective to analyze the children’s reasoning emerging in the classroom while the teacher is presenting a task. A total of 44 preschool children (3-5 years old) were asked to interact in small groups of two or three people at the kindergarten in order to solve three tasks (to build a tunnel, a bridge and an hourglass – by using different materials) supposed to solicit argumentative exchanges among the participants. The activities were video-recorded and the interactions transcribed. The qualitative analysis implied two steps: the identification of the argumentative structure of each exchange according to the pragmadialectical approach; and the interpretation of the beginning of the argumentative discussions, through a discursive approach. The findings show that, while the teacher is presenting the task and asking participants to solve it, the children already engage themselves in reasoning about some aspects of the activity (e.g., alternative ways to solve the problem, possible use of other tools, etc.). Beyond expectations, children immediately start to argue about the task, advancing their ideas and comparing the possibilities offered by the available objects. As a consequence, the teacher is requested to re-organize the plan, to consider the children’s argumentative attempts, and to arrange the situation in order to pursue the goal and, at the same time, to take into account the children’s interest. As scientists in the field of teacher education, we suggest that teachers should consider not only their need to set out in advance the setting for the activity to be proposed at school, but also the opportunity to look first at what children already do when engaging in interactions. This will allow a better understanding of the relevance of cognitive-oriented argumentative activities in classroom, in which children can immediately enter and develop arguments even before the teacher manages to present the activity. Further studies should contribute to develop these aspects and to train pre- and in-service teachers to consider such a situation, to analyze it and to implement strategies devoted to favor cognitive argumentation at school.

In this paper, we reflect on teacher education and professionalization from the perspective of a socio-cultural approach. The goal is to have a greater understanding of some controversies, challenges and complexities related to the implementation of inclusion and to connect it to teacher education and professionalization. Firstly, we discuss key assumptions of a socio-cultural approach, as a theoretical framework for reflecting on teacher training and professionalization and the implementation of inclusive education. Next, we present some international principles and values that constitute the normative framework for inclusive education. This is used as a basis for defining competencies and practices that are necessary to ensure adequate learning and developmental opportunities at school. Finally, we present a specific model of teacher training to highlight the potential contribution of a socio-cultural approach in considering the status and role of inclusion and special needs education.

The paper explores the involvement of teachers, children, and parents in a project based on learning a second language (L2) within a multicultural context. The study accounts for the participants’ transitions across school and family and aims to analyze their representations about the implementation and the adaptation of the project. The investigation involves three classes of primary schools—1st and 2nd levels—and two kindergarten classes, for a total of 15 teachers, 169 children aged 3–7 years old, and their families, living in French-speaking areas of Switzerland and representing 20 different nationalities. By combining different data sources (teachers’ and parents’ interviews, ethnographic observations of children’s activities), we explore how participants have implemented an educational program through various adaptations in their transition from a traditional way of teaching/learning L2 to a new model inspired by the Narrative Format. Through an inductive approach and a qualitative analysis of data, we present the main evidences of these transitions, detecting the conditions that facilitate the acquisition of languages and accounting for arguments connected to the heterogeneous, conditional, and context-dependent knowledge within and outside the school.

This is an introductory paper to the special section “Multilingual learning and social inclusion of children: The development of educational programmes to connect school and family”.

This chapter aims to investigate how teachers perceive the usefulness of introducing technological tools (namely, iPad) for the learning/teaching process in a professional secondary school. More specifically, the authors intend to understand how the process of iPad appropriation is identified by the teachers as a learning tool. Through the analysis of focus groups involving different teachers belonging to the same school, the authors intend to detect teachers' self-efficacy and beliefs concerning the appropriation of the use of the iPad in the classroom along a school year. The findings of the study highlight diverse facilitating and hindering elements in the process of teachers' appropriation of such technological tool. The study opens further spaces to examine teachers' and students' perceptions in mastering new technological tools and in building new processes of teaching/learning.

Cette etude porte sur des seances de travail entre un enseignant specialise et un enseignant generaliste qui collaborent dans le cadre d'une classe inclusive. Les enseignants nous ont procure des enregistrements audio de leurs seances et accepte de participer a des entretiens individuels sur celles-ci. L' analyse conversationnelle de la seance montre que les enseignants preparent des activites educatives en justifiant leurs propositions. Ils confrontent leurs connaissances et experiences ainsi que leurs evaluations des competences des eleves et de la difficulte des tâches. En echangeant, ils tissent un espace de deploiement de la reflexivite dans et sur l' action professionnelle. L' analyse de contenu de l' entretien confirme ces resultats et permet d' expliciter des reponses des enseignants mis au defi de la classe inclusive. Ces elements peuvent contribuer a une planification efficace des echanges entre acteurs educatifs dans le but de depasser les evaluations qui sur-ou sous-estiment leurs competences et permettre un alignement reciproque en classe inclusive.

This paper presents the exploratory analysis of an action-research into dropout prevention in an Italian secondary school. By taking into account the representations of teachers, students and parents, different activities of peer education have been implemented during the school year in a city of Sardinia in order to promote school success. The study is based on a mixed-methods design, including focus groups with teachers, students and parents, as well as classroom observations. The action-research consists of different interventions: firstly, the participants’ representations of school dropout have been collected; then, a specific program of peer education has been proposed through activities of role-playing, simulations, brainstorming, and improvement of life skills (during training meetings with the participants). Thereafter, the action-research has been qualitatively analysed, with the findings indicating possible directions of re-creating school practices that could have potential benefits in preventing dropout.

The analysis of collaborative exchanges of couples during their household activities is at the core of this paper. Although the management of responsibilities around household tasks is a potential source of contention within the decision-making process about home activities, another complementary perspective considers practices of communication during household activities as ways to build or reinforce the family educational processes. Our goal is to capture these daily interactions as indicators of collaborative relationships among couples, exemplifying how communicative exchanges contribute to the creation of frames for family participation in routines. In the first part of the paper, a review of issues regarding the division of labor within the family setting will be introduced in order to examine how these aspects relate to the ongoing negotiation of responsibilities and expectations between women and men. Thereafter, the methodological design of the study will be presented, as well as the qualitative analysis of data based on the argumentative topic model. A discussion of participants’ responsibilities in household tasks will be presented as indicators of their collaborative relationships during everyday activities. Lastly, implications for family studies will be highlighted in order to illustrate how family members ascribe meanings during routines.

The paper focuses on arguing and reasoning processes occurring at dinnertime family conversations. Our goal is to highlight the interplay between two sides of argumentative practices: the justification as social need to provide evidences for an assertion; the dialogic function of argumentation that refers to the goals arguers want to achieve during discussions. Through the analysis of a case study we discuss a sequence in which a child resists his father’s directive by an elaborated argumentative strategy in order to achieve his goal. Results show how participants engage in opposing the other’s standpoint and are socialized to argumentative dialogues.

Resumen Este estudio se propone investigar los tipos de respuestas de los niños de edades comprendidas entre 3 y 7 años en discusiones argumentativas relacionadas con las reglas y normas de los padres. El corpus de datos se compone de 132 discusiones argumentativas seleccionadas de 30 comidas grabadas en video de 10 familias suizas y italianas. Los datos se presentan mediante extractos discursivos de discusiones argumentativas y se analizan mediante el modelo ideal pragma-dialéctico de discusión crítica. Los hallazgos muestran que cuando los padres usan argumentos contextuales como los argumentos de calidad de comida, los niños reflejan los mismos tipos de argumentos. Por otro lado, cuando los padres utilizan argumentos más complejos, elaborados y sin contexto, los niños generalmente no usan ningún argumento, pero su respuesta es una expresión de dudas o una mera oposición sin proporcionar ningún argumento. En general, los resultados de este estudio indican que los tipos de respuestas de los niños están estrictamente conectadas con el tipo de argumento previamente utilizado por sus padres. Este aspecto es particularmente relevante en términos de las capacidades de los niños para participar en intercambios argumentativos y reaccionar de manera racional durante el enfrentamiento con los padres. Se necesita una investigación adicional en esta dirección para comprender mejor las potencialidades específicas del lenguaje en el proceso cotidiano de socialización dentro del contexto familiar.

Industry 4.0 technologies play a crucial role in assisting the automotive sector maintain competitiveness. Industry 4.0 often finds uneven application among SME suppliers. As a consequence of the supplier's technological constraints, the digitalization efforts of customers may not achieve their full value creation potential. The aim of this paper is to shed light on strategic decisions that facilitate SME implementation of Industry 4.0 initiatives. We use two case studies of suppliers to a large component manufacturer operating in the automotive sector. Despite several similarities in terms of product range and markets, these firms are polar opposites when it comes to their digitalization status. Evidence points to three key factors for successful implementation of Industry 4.0: A proactive approach to innovation; development of long term partnerships with suppliers of Industry 4.0 technologies; and early involvement of workers in the process of technological change.