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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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.