87 results on '"Maria Antonietta, Impedovo"'
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2. Pratiques collaboratives en éducation
- Author
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Maria Antonietta Impedovo
- Published
- 2024
3. Using Videoconferencing Systems and Interactive Tools: Empirical French Investigation.
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Maria Antonietta Impedovo, Benjamin Ett, and Md. Saifuddin Khalid
- Published
- 2023
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4. Effect of the Scaffolding Done by a BDI Agent on the Evolution of Learning Trajectories.
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John Páez, David Aguirre, and Maria Antonietta Impedovo
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- 2022
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5. Baby Wandering inside Day-Care: Retracing Directionality Trough Cartography
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Maria Antonietta, Impedovo and Guarnieri de Campos Tebet, Gabriela
- Abstract
This work is a part of 'baby studies' as a specific field of research. The aim of the paper is to explore how the directionality of the lines of wandering inform us about babies' sense-making and which kinds of lines of wandering children enact in day-care. The application of cartographic maps and participative observation are proposed as methodologies to trace the direction of babies as tension between materiality and individuation in day-care centres. Field work was carried out in two day-care centres in France and in Brazil.
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- 2021
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6. Le conseil coopératif. Une recherche participative dans un collège d'enseignement prioritaire : le conseil coopératif en action
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Patrice Laisney, Maria Antonietta Impedovo, Laure Sabine Bampi, and Pascale Brandt-Pomares
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conseil coopératif ,développement professionnel des enseignants ,recherche participative ,Theory and practice of education ,LB5-3640 ,Special aspects of education ,LC8-6691 ,Information technology ,T58.5-58.64 - Abstract
Cet article décrit une recherche réalisée dans l’académie d’Aix-Marseille réunissant des chercheurs de l’Inspé (Institut national supérieur du professorat et de l’éducation) et des établissements scolaires REP+ (Réseau d’éducation prioritaire renforcée) des quartiers nord de Marseille. À partir d’un appel d’offre émanant du terrain, les chercheurs de l’Inspé ont proposé d’accompagner l’établissement dans la mise en œuvre d’actions susceptibles de répondre aux besoins formulés par l’équipe éducative. Nous nous concentrons principalement sur le conseil coopératif vu ici comme un outil permettant d’agir sur le climat de la classe et nous observons tout particulièrement l’appropriation qui en est faite par les enseignants et les élèves. La question de recherche est : Quel sont les effets de l’appropriation par les professeurs et les élèves des conseils coopératifs dans la cadre d’une recherche participative orientée à la mise en place du conseil coopératif au service du climat scolaire ? Enfin, nous présentons quelques résultats concernant les effets sur la prise de parole ; les effets sur la découverte de l’autre ; les effets sur la reconfiguration de l’espace ; et les effets sur le respect des règles.
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- 2022
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7. HRS-EDU: Architecture to Control Social Robots in Education.
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John Páez, Enrique González, and Maria Antonietta Impedovo
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- 2020
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8. Pour une représentation partagée entre recherche et terrain autour du concept d’hybridation des enseignements
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Patrice Laisney, Valérie Campillo, Hélène Cheneval-Armand, and Maria Antonietta Impedovo
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teaching hybridization ,shared representation ,coconstruction of the concept of hybridization ,collaboration between teachers and researchers ,Education - Abstract
The purpose of this case is to propose the coconstruction of a shared representation of the concept of hybridization in teaching from collaborative workshops associating researchers and secondary school teachers. This is a preliminary step to conducting participatory research carried out within the framework of a digital thematic group which questions the teaching practices of hybridization. During these workshops, teachers’ representations about the concept of hybridization were collected. Their analysis highlights four dimensions as some axes of reflection constituting the concept of hybridization. This work gave rise to the development of a “model from the field”, which we compare with a model from research.
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- 2022
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9. Authority, collective learning and agentic action in teaching: tracing a pedagogy from Franz Fanon
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Maria Antonietta Impedovo and Karen Ferreira-Meyers
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agency ,critical pedagogy ,decolonisation ,fanon ,schooling ,Education - Abstract
This paper is based on acknowledging dilemmas and on tracing tensions between the schooling and the colonisation processes from one of Franz Fanon’s main texts, namely The wretched of the earth (1961/2007). We start from the continuing relevance of Frantz Fanon’s insights in light of the continued need for diversity, equity, and inclusive pedagogy. In the first section, we trace the tensions which exists in the schooling process seen as a colonisation process. The dilemmas occur in relation to a) the concept of authority in the teacher-student relationship, b) the knowledge sources and c) the final goal of the educational process. In the second section, we discuss decolonisation and schooling as a process of self and collective discovery, wherein the distortions of the split intellect and the resultant theory-practice gap are examined. Finally, we encourage a transformative and creative agentic action in multimodal learning engagement, with teaching implications. This paper invites further readings of Fanon, as part of a project of elaborating critical perspectives in education to fully express students and teacher agency.
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- 2021
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10. International Teachers Professional Developing: Blended Learning between Europe and Asia
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Jacques Ginestie and Maria Antonietta Impedovo
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teacher ,collaboration ,blended learning ,international professional learning ,design ,Education (General) ,L7-991 - Abstract
Blended learning is one of the wider used instructional approaches to higher education for initial and continuing education. Blended education proposed between different international regions and countries is still scarce, especially involving developing countries. Specifically, we are interested to explore blended learning course for international teachers and teacher-educators professional learning. Some theoretical and operational principles to the design of blended learning are discussed in a socio-constructivist approach, followed by the description of a blended design in an international project. The paper goes in the direction to explore the potential for global collaboration and cooperative growth in blended learning.
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- 2020
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11. The Embodiment Dimension While Learning and Teaching in a Virtual World
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Martine Gadille and Maria Antonietta Impedovo
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embodiment ,learning ,space ,virtual world ,secondary school ,teacher's professionality ,avatars ,Information technology ,T58.5-58.64 ,Communication. Mass media ,P87-96 - Abstract
The paper focuses on the features of embodiment configurations when using the virtual world in the classroom. The context is a secondary school (students aged 11-15) adopting an educational immersive 3D virtual world. We conducted participant observation, collecting video-audio records supported by a student focus group and teachers' interviews. The analytical framework of this paper draws on the iterative interaction of the complex arrangement of bodies and objects in physical and virtual settings. Our results highlight the dynamic ways in which the arrangement of bodies and material acted as a mediational means between real and virtual settings.
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- 2020
12. Dynamiques migratoires contemporaines dans le sud de la France
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Magali Ballatore and Maria Antonietta Impedovo
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Italy ,France ,migration ,mobility ,social media ,virtual spaces ,Sociology (General) ,HM401-1281 ,Social sciences (General) ,H1-99 - Abstract
In this article, we shall study how young people migrating today from Italy to France use and conceive social media—their practices, and representations. In order to get a better grasp of Italian migration to the PACA (Provence Alpes Côte d’Azur) region and to Marseille we shall first put it into a socio-historical and statistical perspective. We shall then address more contemporary, and micro-social, issues linked to how migrants use social networks today. We discover that these media represent new virtual spaces where a process of identification with a new imagined community can become concrete. We present a qualitative inquiry consisting of online interviews and observation, basing our analysis on data and discursive sequences. The results show a polyphonic range of references of belonging, and that the uses of social media are socially determined. These findings help us understand how the Italians in Marseille use online social media while they are migrating to, and settling in, a new country.
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- 2020
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13. Affective Scaffolding to Mediate the Use of Emergent Technology
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Maria Antonietta Impedovo
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materiality ,infant studies ,interaction with technology ,affective scaffolding ,Social history and conditions. Social problems. Social reform ,HN1-995 - Abstract
Technology is reshaping the micro-ecologies of developing, becoming a part of it. It impacts and enables reconfiguration of social interaction in everyday situations. The study aims to bring a macro and micro discussion about close interconnection with complex technology and how these interactions have reciprocal implications between materiality and subjectivity. The broad research question is: How do we deal and interact with daily increasingly complex technology? A theoretical perspective is outlined about the subject and object relationship, focusing on new technology in the baby day living. One key point stressed in this paper is the affective scaffolding that could be a key point for social mediation with technology. To support the reflection, some illustrative examples are proposed from a naturalistic observation. In particular, the study focus on one 1-years old baby interacting with a smartphone and a robot toy. A final discussion is proposed to discuss the material and subjective dialectic interactions.
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- 2021
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14. Le processus d'enseignement-apprentissage
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Marjolaine Chatoney, Maria Antonietta Impedovo
- Published
- 2020
15. Pakistani Teacher-educator Professional Learning Through an International Blended Course
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Maria Antonietta Impedovo and Sufiana Khatoon Malik
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teacher-educator ,blended learning ,international ,professional learning ,design ,Special aspects of education ,LC8-6691 - Abstract
International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators’ technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today’s environment of international globalization.
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- 2019
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16. College Goes Online With Avatars: Extended Learning in a Middle School.
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Martine Gadille and Maria Antonietta Impedovo
- Published
- 2019
17. Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics
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Davide Parmigiani, Aviva Bar Nir, Kate Ferguson-Patrick, Alona Forkosh Baruch, Eileen Heddy, Maria Antonietta Impedovo, Marcea Ingersoll, Mellita Jones, Yael Kimhi, Mόnica Lourenço, Suzanne Macqueen, Valentina Pennazio, Laura Sokal, Renata Timkova, Sina Westa, and Gerd Wikan
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Education - Published
- 2023
18. Using drawings to explore preschool children’s ideas about shadow formation
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ALICE DELSERIEYS, MARIA-ANTONIETTA IMPEDOVO, and GLYKERIA FRAGKIADAKI
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physics learning ,preschool ,formation of the shadows ,early science education ,drawings ,Education ,Mathematics ,QA1-939 - Abstract
This paper aims at exploring children’s ideas concerning shadow formation as they are expressed through their drawings. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyse the drawings can be aggregated in four categories: presence of the three entities needed to represent the phenomenon of shadow formation, shadow characteristics, alignment, and nature of light. Results are presented not with the intention of comparison of the two groups, but with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed.
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- 2017
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19. Technical Object, Baby Mimesis, and Affective Scaffolding
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Maria Antonietta Impedovo
- Abstract
Posthumanism perspectives see the relationship between humans and technology in inter-connected ways exploring cognition, perception, and awareness co-developmental implications with technology. This article focuses on the interplay between technical objects and the baby niche of development. Two main concepts will guide the discussion: posthuman mimesis and the affective dimension as a possible regulative mediator for object-subject relationships. The broad research question is: How do babies deal with increasingly complex technology daily? Which regulative role does mimesis and affective scaffolding play in regulating babies—technical objects relationship? Considering the two main concepts of baby mimesis and affective scaffolding, I discuss two examples of two babies (one boy and one girl of about 1 year old) via a naturalistic observation of babies interacting with the smartphone. The baby’s niche becomes a mimetic and affective space where the interaction is enacted. The article questions the relationship with the technological in a subject and object dialectic in a time of digital, social, technological, and economic significative transformation.
- Published
- 2022
20. Transformative Agency in Workers’ Account: Tensions in Professional Development
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Maria Antonietta Impedovo
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Geography, Planning and Development ,Demography - Abstract
The concept of agency expresses one’s will in actions that alter reality. In the work market's current social and cultural conditions, individuals are pushed to continuous change to transform their professional and personal lives. The interests and socio-material constraints help understand the personal and professional path shape. In this paper, we will focus on how a group of workers expressed transformative agency in their narrative accounts, how it evolves and the influence of the interests and socio-material constraints on the expression of agency. To pursue this objective, we interviewed twelve workers that moved from Italy to France. From the transcription and the analysis, we have identified four dimensions in their account to make sense of their career path: conflicts of motives to act; wandering actions in global cultural (dis)fluency; activation of resources toward an (in)definite interest; sensorial and material mobility.
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- 2022
21. R E V I E W O F S C I E N CE, MATHEMATICS and ICT EDUCATION, 10(1), 93-114, 2016 93 Learning Trajectories and Professional Development: Student Teacher in Electrical Engineering
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HELENE CHENEVAL-ARMAND and MARIA-ANTONIETTA IMPEDOVO
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professional development ,learning trajectories ,student teachers ,expertise ,Education ,Mathematics ,QA1-939 - Abstract
The article is set within the framework of teacher professional development. The research presented in this paper aims investigating the learning trajectory of a student teacher during practical experience. To understand the process of learning trajectories of the student teacher, we observed and analysed three video sessions: the first records the student teacher in a real classroom at a vocational high school in Electronics, Energy and Communicating (ELEEC). The lesson was attended by 12 male students, with an average age of 17, enrolled in the last year of vocational high school; the second video records a meeting between the student teacher with the university trainer; and the third video shows a meeting with the senior teacher. The videos and field notes were collected and qualitatively analysed by two researchers. The aim of this analysis was to single out the dimensions able to give an account of the learning trajectory of the student teacher toward their professional development as a teacher. Eight indicators were found and they were grouped into three dimensions able to describe the process of gradually gaining expertise.
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- 2016
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22. Chapitre 18. Créativité en pédagogie : apprentissages, enseignements et implications formatives
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Christelle Combe, Sandrine Eschenauer, Martine Gadille, and Maria Antonietta Impedovo
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- 2023
23. Approccio riflessivo e alternanza pratica e teoria nella formazione degli insegnanti: un case study in Francia
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Maria Antonietta Impedovo
- Subjects
Education - Abstract
Lo scopo di questo articolo è quello di esplorare il ruolo delle esperienze pratica durante la formazione universitaria dei futuri insegnanti nell’ottica di un curriculum integrato e orientato alla riflessione sulle pratiche. Nel testo è discussa la formazione professionale degli insegnanti in un contesto specifico, quello francese, che valorizza la dimensione pratica nel programma di formazione. In seguito, per un esempio illustrativo, è presentato l’analisi di un caso di studio condotto in tale contesto. Questa analisi può fornire suggerimenti nell’ottica di una condivisione di pratiche in una prospettiva internazionale.
- Published
- 2018
24. Learning and Self-Regulation through Integrated Agent-Based System.
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Pier Giuseppe Rossi, Simone Carletti, and Maria Antonietta Impedovo
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- 2011
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25. L’AGENTIVITÉ DES ENSEIGNANTS APRÈS UN MASTER DE FORMATION INTERNATIONALE : LES IMPLICATIONS SUR LE DÉVELOPPEMENT PROFESSIONNEL
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Maria Antonietta Impedovo
- Subjects
research skills ,Social Sciences and Humanities ,Compétences de recherche ,05 social sciences ,Professional development ,050301 education ,Agentivité ,General Medicine ,Enseignant ,Research skills ,Political science ,agency ,Développement professionnel ,Agency (sociology) ,Sciences Humaines et Sociales ,0501 psychology and cognitive sciences ,teacher ,0503 education ,Humanities ,050107 human factors ,professional development - Abstract
Dans cet article, nous étudions l’agentivité des enseignants après leur participation à une maîtrise master de formation internationale en éducation à la recherche. 16 enseignants, originaires de divers pays africains, ont été soumis à un entretien semi-structuré à la fin d’un master de formation. Les données collectées ont été analysées qualitativement à travers des catégories thématiques. Les entretiens ont mis en lumière la façon dont les enseignants ont exprimé leur agentivité à la suite de leur participation au master de formation. A la fin du master, les aspects d’analyse de la perception d’agentivité pris en considération sont ceux en relation avec les choix professionnels, la communauté scholastique d’appartenance, les pratiques professionnelles acquises lors de la formation à la recherche ainsi que l’agentivité pour transformer les pratiques professionnelles personnelles et collectives., In this article, we analyse the teachers' agency after participation in an international training master’s in educational research. Sixteen teachers, from various African countries, accept to participate in a semi-structured interview at the end of an international master. The data collected was analysed qualitatively through thematic dimensions. The interviews highlighted how the teachers expressed their agency in consequence of their participation in the international master. At the end of the master, the emerged dimensions of teachers’ agency are related to the professional choices, the scholastic local community, the professional practices acquired during the master as well as the transformation of their personal and collective professional practices.
- Published
- 2021
26. In-service Teachers’ Sense of Agency after Participation in a Research Master Course
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Maria Antonietta Impedovo
- Subjects
In-service teacher ,research skills ,science educational ,teacher agency ,Psychology ,BF1-990 - Abstract
In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.
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- 2016
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27. The moderating effect of social capital on co-regulated learning for MOOC achievement
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Maria Antonietta Impedovo, Rawad Chaker, Education, Cultures et Politiques (ECP), and Université Lumière - Lyon 2 (UL2)-Université Jean Monnet [Saint-Étienne] (UJM)
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Community of practice ,[SHS.EDU]Humanities and Social Sciences/Education ,MOOC ,Academic achievement ,Library and Information Sciences ,Article ,Education ,Social capital ,Co-and self-regulated learning ,Co- and self-regulated learning ,0502 economics and business ,Mathematics education ,Independent study ,4. Education ,Massive open online course ,05 social sciences ,Educational technology ,050301 education ,Moderation ,Online community ,Social capital Education and Information Technologies ,Online learning ,050211 marketing ,Psychology ,0503 education - Abstract
International audience; The aim of this paper is to track down elements of self-regulated learning in a massive open online course regarding social capital. Specifically, the study is oriented to explore the relationship between feeling of belonging to an online community and individual and collective regulation of learning. For this aim, a combination of two already tested scales was operated, adapted for the research interests of this study and administered to a sample of MOOC participants. Several structural equation modelling analyses demonstrate that co-and self-regulated learning strategies lead to MOOC achievement (final exam score), and social capital is only a moderator of co-regulated learning (collective evaluation of content and collective decision-making) but not for selfregulated learning (individual environment control).
- Published
- 2020
28. International Teachers Professional Developing: Blended Learning between Europe and Asia
- Author
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Maria Antonietta Impedovo, Jacques Ginestié, Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), SFERE-Provence (FED4238), Hanoi National University of Education, Southern Cross University (Australia), Tran Ba, Trinh, and Hoang Hai, Ha
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International Professional Learning ,Design ,Higher education ,business.industry ,Teacher ,[SHS.EDU]Humanities and Social Sciences/Education ,4. Education ,Developing country ,Continuing education ,SAINT ,Collaboration ,Assistant professor ,Education ,Blended learning ,Professional learning community ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Sociology ,business - Abstract
Jacques Ginestie - Full Professor at Aix-Marseille University, Director of the Laboratory EA 4671 ADEF (Learning, Education, Assessment, Training). E-mail: jacques.ginestie@univ-amu.frMaria Antonietta Impedovo - Assistant Professor at ADEF Laboratory, Aix-Marseille University. E-mail: maria-antonietta.impedovo@univ-amu.frAddress: ADEF, Aix-Marseille Universite, Campus Saint Jerome, 52, Avenue Normandie Niemen, 13013, Marseille, France.Blended learning is one of the wider used instructional approaches to higher education for initial and continuing education. Blended education proposed between different international regions and countries is still scarce, especially involving developing countries. Specifically, we are interested to explore blended learning course for international teachers and teacher-educators professional learning. Some theoretical and operational principles to the design of blended learning are discussed in a socio-constructivist approach, followed by the description of a blended design in an international project. The paper goes in the direction to explore the potential for global collaboration and cooperative growth in blended learning.
- Published
- 2020
29. Dynamiques migratoires contemporaines dans le sud de la France
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Magali Ballatore and Maria Antonietta Impedovo
- Abstract
En se penchant sur la migration actuelle de l’Italie vers la France, nous etudions dans cet article l’usage que font les « jeunes » en mobilite des reseaux sociaux, leurs pratiques, comme leurs representations. Dans un premier temps nous discutons des migrations italiennes dans la region PACA, et a Marseille, en les replacant dans un cadre socio-historique et statistique afin de mieux apprehender, dans un second temps, des pro-blematiques plus contemporaines et microsociales liees aux usages que font les migrants aujourd’hui des reseaux sociaux. En effet, ces derniers representent pour eux des nouveaux espaces virtuels ou un processus d’identification a une nouvelle communaute imaginee devient concret. A partir de donnees et fragments de discours issus d’entretiens et de conversations online, nous exposons les resultats d’une enquete qualitative par entretiens et observation, qui fait apparaitre des references polyphoniques d’appartenance et des usages socialement marques des reseaux sociaux. Nous tentons ainsi de comprendre comment les Italiens a Marseille utilisent aujourd’hui les reseaux sociaux en ligne dans le processus de mobilite et d’installation sur un nouveau territoire.
- Published
- 2019
30. Global South teacher educators in digital landscape: implications on professional learning
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Kinley Kinley, Sufiana Khatoon Malik, and Maria Antonietta Impedovo
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030506 rehabilitation ,digital competences ,Global South ,Developing country ,03 medical and health sciences ,Professional learning community ,ComputingMilieux_COMPUTERSANDEDUCATION ,bhutan ,Social media ,Sociology ,L7-991 ,pakistan ,business.industry ,Communication. Mass media ,05 social sciences ,050301 education ,Education (General) ,General Medicine ,Public relations ,P87-96 ,Open educational resources ,online communities ,Information and Communications Technology ,Cultural studies ,teacher educators ,Faculty development ,0305 other medical science ,business ,0503 education - Abstract
This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
- Published
- 2019
31. Baby Mimesis with Touch Screens: Between Materiality and the Individuation Process
- Author
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Maria Antonietta Impedovo
- Subjects
Materiality (auditing) ,Arts and Humanities (miscellaneous) ,Process (engineering) ,Aesthetics ,media_common.quotation_subject ,Psychology (miscellaneous) ,Art ,Individuation ,Social Sciences (miscellaneous) ,media_common - Published
- 2021
32. Babies and Borders: Between Individuation and Materiality of the Infant Life
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Gabriela Guarnieri de Campos Tebet, Loani Cristina Buzo Pontes, and Maria Antonietta Impedovo
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Materiality (auditing) ,Arts and Humanities (miscellaneous) ,Aesthetics ,Field (Bourdieu) ,Human geography ,Psychology (miscellaneous) ,Participant observation ,Cultural psychology ,Sociology ,Space (commercial competition) ,Individuation ,Social Sciences (miscellaneous) - Abstract
This study is included in the specific field “baby studies”. We focus on borders in daycare as a dynamic space between materiality and individuation in infant life. We aim to explore how infants deal with borders in a daycare, dialoguing with the fields of Human Geography, Actor-network theory, and Cultural Psychology, considering borders as a dynamic process between materiality and individuation, and space as the sum of all our connections. We carried out fieldwork in French and Brazilian day nurseries, using the participant observation method. We discuss four types of boundaries: functional borders with a structural role, boundaries as constraints to actions and expressions, producing and redefining boundaries, and borders as spaces to overcome and define. Borders emerge as fading and moving “in-between” time and space, where materiality and the individuation process can be found and expressed.
- Published
- 2021
33. Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education
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Valeria M. Cabello, Constanza Real, and Maria Antonietta Impedovo
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media_common.quotation_subject ,Teaching method ,05 social sciences ,050301 education ,Context (language use) ,Science education ,Teacher education ,Education ,Nonverbal communication ,Presentation ,Mathematics education ,0501 psychology and cognitive sciences ,Psychology ,Construct (philosophy) ,0503 education ,050104 developmental & child psychology ,Meaning (linguistics) ,media_common - Abstract
Constructing explanations of scientific concepts is one of the most frequent strategies used in the science classroom and is a high-leverage teaching practice. This study analysed the explanations provided by student teachers in STEM areas from a socio-materiality perspective focused on verbal and nonverbal language and representations. The study was conducted in a hybrid research format by scholars and a preservice teacher. First, the study compared the representational elements used by 86 student teachers to construct explanations about various concepts in a roleplay setting. Next, a positioning analysis was done by a preservice teacher, to a selection of five of these explanations focused on the concept of “force”. The positioning analysis highlighted the embedded voices in the construction of explanations, with a focus on the intersection between science and language. The results showed that the student teachers created explanations as static artefacts, mainly using examples, graphs and images to clarify the concepts. The voices of learners and scientists were mostly absent from the explanations, which led to the presentation of explanations in STEM areas as finished and unquestionable artefacts, with references neither to nature nor to the history of science. We reflect on the meanings attributed to learning to be a practitioner in the context of interconnecting science and language through explanations, as a process of meaning (re)production within the classroom. Implications for teacher education are discussed in order to enhance student teachers’ awareness about constructing knowledge by enacting explanations in the science classroom.
- Published
- 2019
34. Identity and Teacher Professional Development
- Author
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Maria Antonietta Impedovo
- Published
- 2021
35. Role of Digital Tools and ITC in Teacher Practices
- Author
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Maria Antonietta Impedovo
- Subjects
Appropriation ,Teacher practices ,Coronavirus disease 2019 (COVID-19) ,Scripting language ,Pedagogy ,Perspective (graphical) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Educational technology ,Sociology ,computer.software_genre ,Curriculum ,computer - Abstract
In this chapter, the concept of appropriation, tools and scripts is introduced, with a research example of teachers’ appropriation of iPad in the classroom. Then, the perspective of socio-materiality is here considered as a framework to analyse teaching practices. Research is presented about ITC social and material appropriation, focusing on artefacts in a socio-cultural approach. Critical views of educational technology are useful considering the impact of global crises, as the Covid-19, asking for questioning traditional curricular theories.
- Published
- 2021
36. Role of Collaboration in Teaching Practices
- Author
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Maria Antonietta Impedovo
- Subjects
Modalities ,business.industry ,media_common.quotation_subject ,Social change ,Professional development ,Public relations ,Negotiation ,Action (philosophy) ,Agency (sociology) ,Knowledge building ,Social media ,Sociology ,business ,media_common - Abstract
The dimension of participation and collaboration is discussed in the light of learning and professional development. Participation is a social experience that triggers negotiation processes, especially when there are some goals, shared resources and modality of action (van As, 2018). Collaboration evidence the power of the peer for mutual enrichment. Participation and collaboration push toward innovation in leadership by building new links between individual action and social change. Knowledge Building in the classroom shows the power of the social dimension in the learning process. The potentiality of peer collaboration is progressively shaped by digital social media, like social networks, which impact practices and modalities of resources access. A relational agency is activated to build epistemic collaborative communities that could support change and introduction of innovation.
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- 2021
37. Open Perspectives
- Author
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Maria Antonietta Impedovo
- Published
- 2021
38. International and Global Professional Developing
- Author
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Maria Antonietta Impedovo
- Subjects
Blended learning ,media_common.quotation_subject ,Pedagogy ,Sustainability ,Capacity building ,Context (language use) ,Conversation ,Sociology ,Teacher education ,Educational systems ,media_common - Abstract
The chapter stresses the profound transformation undergoing of the educational system for teacher education in many countries. Teacher education is discussed, focusing on the role that the teacher educators could play for the next generation of teachers. An example of a Capacity Building project for teacher educators has shown the potentiality of blended learning for international teacher communities. In the same time, it is essential to question the sustainability of competencies in the indigen context for a so-called “ethical-critical global pedagogy” open to conversation and dialogue.
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- 2021
39. Becoming a Teacher: To Be a Teacher
- Author
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Maria Antonietta Impedovo
- Subjects
Transition (fiction) ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Identity (social science) ,Context (language use) ,Student teacher ,Sociology ,Teacher education ,Dreyfus model of skill acquisition ,Focus (linguistics) - Abstract
The student-teacher is confronted with a complex transition during teacher education. In this chapter, we explore the student-teachers’ challenges during the teacher education to enter in the institutional role and shape the new professional identity. A research about a teacher-student in French context is discussed, followed by a focus on novice to expert transition. In the end, a brief introduction about the indirect method of instructions, the teacher-student master dissertation’s role is discussed concerning the teacher standards toward a personal epistemic synthesis of the teaching experience.
- Published
- 2021
40. Commentary: The Horizon Worker
- Author
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Maria Antonietta Impedovo
- Subjects
ComputingMilieux_THECOMPUTINGPROFESSION ,business.industry ,Process (engineering) ,Horizon ,media_common.quotation_subject ,Professional development ,State of affairs ,Public relations ,Intervention (law) ,State (polity) ,Human development (biology) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Sociology ,Technical skills ,business ,media_common - Abstract
In this chapter, the idea of teacher as horizon worker is developed. The process of teaching-learning, as any human developmental process, takes place in between the past state of affairs and the yet unformed future state. The educational intervention works exactly on this moving horizon, which requires a nomadic teacher, able to move with it. This idea challenges the current vision of teacher professional development as the acquisition of functional technical skills.
- Published
- 2021
41. Supporting Teacher Professional Development
- Author
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Maria Antonietta Impedovo
- Subjects
Blended learning ,Boundary object ,ComputingMilieux_THECOMPUTINGPROFESSION ,Work (electrical) ,Reflexivity ,Digital video ,Professional development ,Mathematics education ,Sociology ,Constant (mathematics) ,Course (navigation) - Abstract
In-service teachers need to continuously update their role and keep up with society’s constant evolution. In this chapter, the reflective practices are discussed, declinate in the tool of the e-portfolio—with a practical example in a blended course-, the digital video and the research-inquiry attitude. The reflexive tools could work as a boundary object and mobilised with a self and cross confrontation methodology. The concept of diffractive practitioner and the discussion about the teacher as an immigrant and as an ally is open to deal with new rapid societal changes.
- Published
- 2021
42. Interdependent creativity for Learning in a Virtual World
- Author
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Joséphine Rémon, Maria Antonietta Impedovo, Martine Gadille, Caroline Corvasce, Centre National de la Recherche Scientifique (CNRS), Laboratoire d'économie et de sociologie du travail (LEST), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Aix Marseille Université (AMU), Apprentissage, Didactique, Evaluation, Formation (ADEF), Université Lumière - Lyon 2 - UFR Lettres, Sciences du langage et Arts (UL2 UFR LESLA), Université Lumière - Lyon 2 (UL2), Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure - Lyon (ENS Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Recherche financée par la Direction au Numérique Educatif, du ministère de l'éducation français, dans le cadre du dispositif d'Incubateurs Académiques et par l'Institut Français d'Education, dans le cadre du dispositif des Lieux d'éducation associés, ENS Lyon., Laboratoire d'Economie et de Sociologie du Travail (LEST), and École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
Sociotechnical system ,media_common.quotation_subject ,Virtual World ,[SHS.EDU]Humanities and Social Sciences/Education ,[SHS.INFO]Humanities and Social Sciences/Library and information sciences ,Participatory action research ,02 engineering and technology ,Library and Information Sciences ,computer.software_genre ,Experiential learning ,Education ,professionality ,020204 information systems ,Participatory design ,pedagogical scenario ,0202 electrical engineering, electronic engineering, information engineering ,Mathematics education ,Sociology ,ComputingMilieux_MISCELLANEOUS ,media_common ,Class (computer programming) ,learning ,[SHS.SOCIO]Humanities and Social Sciences/Sociology ,4. Education ,05 social sciences ,sociotechnical network ,050301 education ,Research paper Creativity ,[SHS.ANTHRO-SE]Humanities and Social Sciences/Social Anthropology and ethnology ,Creativity ,Computer Science Applications ,Interdependence ,Scripting language ,[SCCO.PSYC]Cognitive science/Psychology ,[SHS.GESTION]Humanities and Social Sciences/Business administration ,0503 education ,computer ,middle school - Abstract
Purpose The purpose of this paper is to understand how the creativity of pupils and teachers is nurtured through the use of a virtual world (VW) within a sociotechnical network affecting pupils’ learning in a pilot secondary school. Design/methodology/approach The analysis is the result of a pluri-disciplinary systemic analysis involving didactics, sociology, psychology and management science on an individual, collective and systemic scale. This participatory action research is based on interviews and systematic observations in class, in-world and in the global ecosystem. Linguistic and multimodal analysis is applied to the data, through teacher monographs that hint at the teachers’ activity. Findings Pupils’ and teachers’ creativity appeared to be anchored within four main interdependent nurturing conditions the personal inclinations and professional interactions in the sociotechnical network sustaining the VW; a creative regulation allowing compromises with the institutional constraints of pedagogical control; avatars and 3 D boundary objects that act as a motor of teachers-pupils inquiry and creativity; the sociotechnical network that contributes, through the actors’ play, to bringing the organisational rules of the school towards an innovation trajectory, that in turns mediates success in the use and the adoption of the new technology. Research limitations/implications Although this is a study within a specific school, the findings can be put to use by other pedagogical teams who would wish to integrate a VW to re-engage pupils. Practical implications The participatory design processes taking place within a sociotechnical network support teachers in the building of Virtual World scenarios negotiated with researchers and start-up developers. Social implications The pedagogical use of a virtual world opens new learning engagement opportunities for the pupils through enhanced experiential learning and sustains the transformation of teachers’ professionality. Originality/value The authors’ approach differs from the previous educational VW literature, in that they integrate the teachers’ creativity and their pedagogical scripts into their study, within a systemic approach, thus requiring a wider theoretical framework, necessary for understanding the building of strategies and knowledge that foster teachers’ and pupils’ creativity in educational settings using a VW.
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- 2021
43. Final Commentary
- Author
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Maria Antonietta Impedovo
- Published
- 2021
44. Professional Mindset in Troubled Times
- Author
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Maria Antonietta Impedovo
- Subjects
0508 media and communications ,business.industry ,05 social sciences ,050301 education ,050801 communication & media studies ,Mindset ,Sociology ,Public relations ,Epistemic community ,business ,0503 education - Abstract
Globally, COVID-19 has stressed social and personal tensions in professional life. This chapter focuses on the networked dimension to highlight the workers need for social connections. Some suggestions are proposed to implement an epistemic community to sustain creative and collaborative professional development in disruptive time. Two points are discussed to scaffold epistemic communities in the organisation: 1) the inter-professional dimension to embrace complex topic and 2) the emotional dimension as resources to embrace professional transformation.
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- 2021
45. Embodiment in Knots of Sense-making between Learning Physical and Virtual Configurations
- Author
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Maria Antonietta Impedovo, Martine Gadille, Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire d'économie et de sociologie du travail (LEST), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Centre National de la Recherche Scientifique (CNRS), Lieux d'Education Associés de l'Institut Français d'éducation et Ministère de l'éducation (Direction au numérique éducatif) par le dispositif des Incubateurs Académiques., and Laboratoire d'Economie et de Sociologie du Travail (LEST)
- Subjects
corporéité ,Computer science ,media_common.quotation_subject ,[SHS.EDU]Humanities and Social Sciences/Education ,[SHS.PSY]Humanities and Social Sciences/Psychology ,050801 communication & media studies ,0508 media and communications ,créativité ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Sense-making ,collège ,creativity ,media_common ,embodiment ,virtual world ,[SHS.SOCIO]Humanities and Social Sciences/Sociology ,Virtual world ,4. Education ,05 social sciences ,050301 education ,[SHS.ANTHRO-SE]Humanities and Social Sciences/Social Anthropology and ethnology ,Creativity ,Comprehension ,Blended learning ,création de sens ,secondary school ,monde virtuel ,configuration ,0503 education - Abstract
International audience; The purpose of this study was to explore the implications of students’ and teacher’s creative configuration in the physical and virtual world. This analysis will be performed in a secondary school. Adopting a socio-material perspective, this paper focuses on embodiment configuration features for sense-making via new technology mediation. The context of this study was a secondary school who were adopting an immersive 3D virtual world in different teaching and learning subjects. Selected episodes from video-recordings of two types of sessions mediated by a virtual world – online and in the classroom – were analysed. The analytical framework of this paper draws on the complex and creative configurations of the body in both the physical and virtual setting. Our results highlight the creative ways in which the arrangement of teacher and student bodies acted as a mediational instrument between real and virtual settings.
- Published
- 2020
46. Le processus d'enseignement-apprentissage
- Author
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Marjolaine Chatoney and Maria Antonietta Impedovo
- Published
- 2020
47. Chapitre 5. Rôle des apprentissages collaboratifs dans la conception d’artefacts : 2 études de cas en situation de formation
- Author
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Maria Antonietta Impedovo and Patrice Laisney
- Published
- 2020
48. Introduction
- Author
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Marjolaine Chatoney and Maria Antonietta Impedovo
- Published
- 2020
49. School Goes Online with Avatars: Virtual World in a French Secondary School
- Author
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Maria Antonietta Impedovo and Martine Gadille
- Subjects
Virtual world ,Process (engineering) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Context (language use) ,Participant observation ,Virtual reality ,Psychology ,Focus group - Abstract
The purpose of the present study was to examine the implications of the learning and teaching students and teachers configuration with Virtual World in middle school. The context is an experimental middle school (students age 11-15) adopting MUVEs as immersive 3D virtual. We conducted participant observation, collecting video-audio records of the teachers and students’ activity, completed with a student focus group and teacher interviews. The analysis identified some implications of the introduction of virtual reality in the school context. Our results highlight the dynamic ways in which the new tools shaped the teaching and learning process.
- Published
- 2020
50. Online Professional Learning of Pakistan and Bhutan Teacher-Educators
- Author
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Maria Antonietta Impedovo, Sufiana Khatoon Malik, and Kinley Kinley
- Subjects
business.industry ,Professional learning community ,ComputingMilieux_COMPUTERSANDEDUCATION ,Digital resources ,The Internet ,Social media ,Sociology ,Public relations ,business ,Knowledge sharing - Abstract
This paper explores Pakistan and Bhutan teacher-educator digital competency about the use of social media, digital resources and professional online communities and implications of this use on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher-educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources plays a central role in the introduction of innovative pedagogical practices of teacher-educators, and teacher-educators remain interested in knowledge sharing through social media for their professional learning.
- Published
- 2020
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