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Cet article s’inscrit dans le cadre d’une thèse du premier auteur, dirigée par les deux derniers auteurs. L’objectif ici est de réaliser une réflexion sur la proposition d’être dans le monde, vue à partir des perspectives de Paulo Freire, Henri Wallon et Lev Vygotsky, ainsi que sur ses implications affectives et culturelles dans l’acte d’enseigner. Pour Freire (1996), l’acte éducatif est un processus de déconstruction de la dégradation produite par le néolibéralisme dans les sociétés contemporaines. C’est une lutte constante, consciente et une prise de conscience des classes exploitées sur les mécanismes de la déshumanisation de l’Homme. Dans ce contexte, le rôle et la place de l’enseignant sont constamment confrontés à un univers socio-affectif, en impactant la manière dont les étudiant(e)s s’impliquent dans la construction du sens dans le processus formatif. Le modèle d’éducation appelé par Freire (1981) éducation bancaire, qui prévaut encore dans les structures d’enseignement contemporaines, ne suffit plus à répondre aux besoins actuels de la société cybernétique. C’est pourquoi le besoin de former des professionnels aux compétences relationnelles est devenu plus évident au cours du présent siècle. Dans cette scène, Vygotsky et Wallon sont convoqués dans cet article pour une meilleure compréhension des processus psychiques de construction de significations imprégnés d’affectivité. Wallon (1968), en démontrant que l’affectivité est le premier mécanisme par lequel l’être humain se rapporte au monde. Vygotsky (1998) en proposant que l’affectivité est une partie constitutive de la culture, qui influence le développement des fonctions psychologiques supérieures, sans lesquelles la puissance génétique ne serait pas réalisée. Avec leurs recherches, ces auteurs ont démontré que l’affectivité et la culture sont essentielles dans la construction des significations, dans les structures relationnelles, indéniablement marquées par la présence d’affects. Ces théoriciens nous aident aussi à comprendre que la formation des enseignant.e.s est fortement marquée par le modus operandi du cartésianisme, n’étant plus en mesure de répondre aux exigences actuelles de la société, en favorisant la distance entre les sujets du processus éducatif, ce qui a conduit à un mouvement de déshumanisation. Pour que l’enseignant réussisse dans ses activités, il est nécessaire de reconnaître les variables socioculturelles avec lesquelles il entend travailler, de connaître le langage représentationnel et symbolique que cet «autre» possède déjà pour, à partir de cette réalité déjà construite, chercher à établir des liens sémantiques et affectifs avec la réalité environnante, dans un premier acte, et avec la culture historico-scientifique accumulée par la société, dans un second moment. L’acte de mise en relation est en soi, a priori, un acte éducatif, puisque, selon Freire « Personne n’éduque personne, personne ne s’éduque lui-même, les Hommes s’éduquent entre eux, médiatisés par le monde » (Freire 1981 : 79).

French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a drop-in 1-hour session conducted over 5 weeks where participants conversed, played games, and participated in dramatic activities entirely in French. The findings from this pilot project demonstrate how linguistic confidence of FSL teacher candidates can be improved with only a few short sessions in French. Further, participants developed their pedagogical knowledge and skills through experiential learning by participating in activities that they could in turn implement in their FSL classrooms. Last, participants developed a social network of support. Findings support the benefit of implementing low-pressure, game-focused drop-in French-language support group within FSL teacher preparation programs to support FSL teachers' linguistic confidence and, potentially, FSL teacher retention. An outline of the club and suggestions for implementation are included in the appendices of this article. [ABSTRACT FROM AUTHOR]

In this article, we resume discussions about the application of Differential and Integral Calculus in the Teaching of Chemical Kinetics in Teacher Training. Aspects aimed at demonstrating statements through the resolution of tasks in a course of studies and research as a strategy aimed at appropriating concepts in the domain of reaction kinetics, in the context of activities based specifically on the Anthropological Theory of the Didactic (ATD), based on epistemological models of reference and the dominant one around the object speed laws of chemical reaction. Along the way, the importance and reason for being of Integral and Differential Calculus techniques for teacher training and the formulation of didactic organizations that can serve as support for tasks in the exercise of the profession in high school were highlighted, highlighting the use of instruments of ICT, such as Excel, in the construction of these tasks. It was observed that throughout the course the students understood the steps proposed in the reference epistemological model by completing a crucial task, associated with the question that generated the course, which necessarily applies integration and differentiation techniques to obtain ordinary differential equations, associated with the technique analysis of the least squares method, for the kinetic characterization of a chemical system, a medicine in the simulation of the experimental determination of its expiration date. [ABSTRACT FROM AUTHOR]

Copyright of Nauki o Wychowaniu. Studia Interdyscyplinarne is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present a model of guiding principles for Basic Education teachers to carry out research into their own classroom practices. The model involves the use of elements already present in common teaching practices (use of tasks, records of student productions and reflection on practice) however, with a proposal for research intentionality that makes them, in our understanding, investigative practices. To illustrate the use of our guiding principles model, we analyzed genuine practice episodes from a teacher-researcher who set out to carry out investigations into his own practice, adopting exploratory teaching in his classes and investigating the concept of symmetry to articulate algebra and geometry in a 9th grade public school class in the state of São Paulo. The analysis of the episodes of the teacher-researcher's research allowed us to identify how the indicators present in our model of guiding principles could be identified in a classroom research, revealing signs that they have the potential for the model to serve other teachers can use as a parameter for carrying out investigations into their own practices, favoring the promotion of practical wisdom and professional development based on classroom practice. [ABSTRACT FROM AUTHOR]

A working group of the Observatoire sur la Formation à la Diversité et l'Équité conducted a survey of the impacts of Law 21, the Act respecting the Laicity of the State, during its first year of application on faculties and departments of education across Québec. Although the law is not supposed to affect universities or student teachers, since they are not employees of the Centres de services scolaires or school boards, findings from among the 972 survey respondents (students and staff in Québec faculties of education) associate Law 21 with negative and discriminatory treatment of student teachers during teaching internships, more polarized and conflictual interactions in university classrooms, and negative effects on the well-being, as well as academic and professional achievement, of students. The survey shows that discriminatory situations or effects related to Law 21, as reported by respondents, disproportionally affect those who are undergraduate students, identify as female, are immigrants or of immigrant background, have a first language other than French, and belong to a visible or religious minority. It also indicates that Québec universities have adopted specific measures in response to Law 21 to try to prevent such discriminatory experiences, but some of these have had stigmatizing or exclusionary effects. [ABSTRACT FROM AUTHOR]

The aim of the article was to identify the positive and negative aspects as perceived by students in relation to the tactile interaction that they experience when undertaking physical artistic-expression activities. The study sample comprised 25 students from the physical education course of the Primary School Teaching Degree at Zaragoza University in Spain (10 men and 15 women, age of 22.29±2.62). Data were collected through (i) the internship diaries which students filled in in the 13 practical sessions on physical artistic-expression activities which were part of the expressiveartistic physical activities module. Then, a content analysis of the diaries was carried out, performing a concordance test with two independent encoders. The Nvivo 11 program was utilized for data processing. The results show that: i) touch interaction conditions expressive practice; ii) the transmitter role is perceived as being more problematic than the receiver role; iii) while receivers experience relaxation, transmitters focus on maintaining concentration and on not hurting receivers or touching certain parts of their bodies. The results of this study are relevant because they improve our understanding of the positive and negative aspects of tactile interaction in artistic-expression activities. [ABSTRACT FROM AUTHOR]

Active breaks are a feasible and effective way of bringing the body into the learning process while addressing the physical, psycho-emotional, and social needs of students. The impact of active breaks on students' executive functions and motivation, however, remains unclear. The aim of this study was to evaluate the impact of a co-designed program of cooperative active breaks on the executive function and motivational climate in pre-school and elementary school. The sample consisted of 24 teachers from a school in Zaragoza, Spain (age: 44.25 ± 10.52 years; teaching experience: 16 ± 9.87 years). Over a period of four-months, we assisted them in co-designing the active breaks program through training sessions and by encouraging reflective forums among all the participants. Data were collected through discussion groups once the program was implemented. The transcripts were then subjected to content analysis and the QSR-NVIVO 11 software was used to process the data. The results revealed that teachers identify cooperative active breaks as a useful tool for enhancing the motivational climate in their classroom and for developing pupils' executive functions. Since participation in active breaks is safe, low cost, easy to learn and apply, and effective in meeting the students' needs, these should be integrated in educational centres. It is of special interest to include active breaks involving cognitive engagement, a social component of cooperation and those addressing enjoyment and motivation. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In France, the latest reform of pre-service teacher training (2019), effective at the beginning of the 2021 academic year, has renewed tensions between the respective approaches to professionalization, academicization and certification. The purpose of this article is to explore the reconfiguration of working and training conditions, and to consider the extent to which the deregulation of institutional requirements has impacted the professional skills of teacher trainers. A questionnaire survey was carried out in spring 2022 among the trainers throughout France (n=725) working in high schools for novice teachers. The results of uni- and bivariate analyses highlight a (dis)adjusted relationship to work and a heightened conflict between theory and practice, between trainers’ beliefs or values and institutional logic. Depending on the trainer’s employment status, the outcomes of the study reveal diverse strategies for (re)giving meaning to action. [ABSTRACT FROM AUTHOR]

The results of an action research process conducted in 2022 at Santo Tomás University, Bogotá, Colombia, with 36 teachers, 12 USTA teachers, and 24 students teachers from the Specialization in Pedagogy and Teaching of the Fundación Universitaria del Área Andina from Bogotá are presented in this article. Participants were divided into two groups based on the training they received in mobile learning strategies, especially those focused on English language communication skills development. The first and second phases of the research focused on diagnosis and the design of pedagogical strategies aimed at optimizing digital competencies in teachers to achieve learning objectives in English. The third phase, or evaluation phase, allowed for an analysis of the impact of implementing the mobile learning model, which emerged as an innovative strategy and an opportunity for professional development for teachers. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the nature of global argumentation structures in a teaching context based on collective argumentation during a mathematical investigation. To this end, a case study was carried out with students entering a teacher training course in mathematics at a federal educational institution. Data were collected through written records surrounding the group activity as well as through video recording of the collective argumentation. Based on the theoretical methodological framework regarding the subject, the data were analyzed in order to identify the argumentation structure generated and the role of the teacher in its design. As a result, 6 distinct structural compositions were identified, with the "divergent source" structure being an unprecedented contribution to the research literature. The study also revealed that the type of support provided by the teacher during collective argumentation interferes with the anatomy/design of these structures. [ABSTRACT FROM AUTHOR]

This study aims to understand how teachers who teach Mathematics in Basic Education relate their experiences to learning aimed at challenging the exercise paradigm. To do so, we start from an understanding of teacher learning as a change in their participation in school pedagogical practice. The data for this qualitative study were produced through semi-structured interviews with six teachers who teach Mathematics in Basic Education. The analysis indicates that these teachers relate the way they challenge the exercise paradigm in the school context to a dynamic process of learning, in which various shared practices are involved. Thus, we highlight the relevance of the articulation between teachers' life experiences and initial and continuing education courses and programs, so that different modes of professional action are offered to them. [ABSTRACT FROM AUTHOR]

This article sought to map the compositions woven, over the last 10 years, between mathematics and the philosophy of difference, in the works published in the annals of the Mathematics Education working group (GT-19) carried out by the National Association of Postgraduate Studies and Research in Education (ANPEd). During this period, five meetings took place, totaling 87 works presented, nine of which were designed and woven based on the philosophy of difference, more precisely on the thoughts of Giles Deleuze and Felix Guattari. It is noticeable the predominance of works by the Group of the University of Juiz de Fora, called "Travessia". Of the nine works presented, five problematize teaching and learning in the classroom, three were created after the training meetings and one was an invitation to discuss possibilities for building bridges and resisting the necrophilic policies that have devastated Brazilian education in a of a conversation between the participants of the 40th ANPEd GT-19 Meeting. It is concluded that there is a minor mathematics concerned with the movement of forces that resist and re(exist) from the perspective of a less prescriptive and more inventive mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Environmental Education is the property of Canadian Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En 2019, Bernard et Fluckiger titrent en introduction : « Innovation technologique, innovation pédagogique : une relation riche et contrastée ». Ils mettent en exergue les discours injonctifs des pouvoirs publics. Pourtant, selon Cros (1997), l’innovation est « le poumon de l’école ». Dans ce contexte contrasté, nous proposons une approche systémique. D’abord, nous quantifions trois communications institutionnelles, révélateurs des objectifs de l’exosystème. Dans cet environnement prescriptif pouvant conduire au rejet, nous présentons ensuite un microsystème de formation destiné à des sujets : des étudiants-professeurs. Nous évaluons alors les productions des étudiants-professeurs à l’aide de critères observant l’innovation technopédagogique. Enfin, nous tentons de déterminer des contraintes et des leviers en formation autorisant l’innovation technopédagogique.

Dans le prolongement des travaux de Pierre Mœglin sur l’industrialisation de l’éducation (2006, 2016), notre propos s’inscrit dans le contexte de la diffusion grandissante d’une conception du numérique éducatif propagée par la filière française de la EdTech (Educational Technology). Nous présentons le contexte socioéconomique dans lequel opèrent les entreprises de la EdTech, puis nous introduisons des éléments de réflexion sur le concept de « plateforme éducative », au regard de travaux existants. Notre méthodologie, qui s’inspire de la sémiotique sociale (Saemmer et al., 2022), mobilise des concepts critiques issus de la sémiotique des écrits d’écran, couplés à une recherche-formation auprès d’enseignants. En prenant pour objet d’étude la plateforme d’apprentissage de la lecture Lalilo, nous montrons comment une démarche collective en sémiotique sociale peut les amener à réfléchir aux valeurs, normes et représentations du monde modélisées dans le design des plateformes éducatives, mais aussi à leurs propres représentations du numérique éducatif.

This paper presents a study whose objective was to characterize the formative, human, physical and community resources that make up good educational practices for the educational inclusion of students who suffer from a rare disease, as well as to detect the needs experienced by professionals and families regarding these resources. To this end, a cross-sectional and qualitative study was developed in which educational and health professionals, families and students with this type of pathology participated. The results suggest that educational, human, and community resources are considered key, and their orientation should focus on providing teachers with intervention strategies rather than on informing about these diseases. In addition, the existing human and physical resources are valued positively, although the need to expand them is pointed out, especially through the figure of educational technical assistants. Physical resources and materials are considered sufficient, highlighting the role of traditional resources as a complement to ICT. Another central element mentioned by the participants is the coordination and interdisciplinarity involved in addressing the needs of these students. Finally, the implications of these results for the development of inclusive practices are discussed. Besides, the main limitations of the study are presented, as well as futures lines of intervention and research which support the educational and social inclusion of these students. [ABSTRACT FROM AUTHOR]

Inclusive good practices are successful actions or experiences that can be replicated to ensure educational quality for all. However, there is a paucity of data that identify what characteristics these practices should include to support students within an inclusive educational centre. This paper presents the meaning of good inclusive educational practices with special attention to students affected by rare diseases. The aim is to identify and characterise good practices within the framework of an inclusive school. A qualitative methodology is used and, as by drawing on different case studies from eight autonomous regions, we look at how participants conceptualise inclusive practices in general, and students with rare diseases in particular. The results highlight the complexity and heterogeneity of the concept of good practices, the involvement of schools when it comes to introducing changes in their organisation and functioning, in the supports and in classroom management and methodologies. However, these actions need to be extended to the entire educational system, which implies a profound change in its structure. Also, further work needs to be done to find out what are the best practices for teacher training which promotes inclusive education [ABSTRACT FROM AUTHOR]

This research, presented in the article, aimed to investigate aspects of knowledge necessary for teaching Mathematics to students with Down syndrome elicited within the formative context of a community of teachers. Adopting a qualitative, intervention-research approach, a group of seven teachers specializing in Mathematics education for students with Down syndrome was formed. These educators worked in both special education schools and mainstream schools. The group interacted synchronously and asynchronously, as the training occurred before and after the onset of the COVID-19 pandemic. Data were collected using audio recordings, field diary notes by the researcher, and records of interactions in a WhatsApp group. Analysis of the produced information was guided by three emerging aspects from the data set: a) Down syndrome, potentials, and challenges related to Mathematics; b) knowledge of the concept (number) for teaching and learning in students with Down syndrome; and c) curriculum adaptation and the use of multisensory materials. In conclusion, formative actions based on a community of teachers allow for a flexible work plan, leading the teacher to consider the specific difficulties, skills, and motivations of students with Down syndrome in Mathematics education. This approach values the diverse perspectives of teachers and the importance of sharing their knowledge and experiences, addressing the emerging needs of the group, and articulating their interests and practices. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La vidéo 360° est un nouvel outil qui s’est développé et son usage dans la formation des enseignants a débuté il y a moins de 10 ans. À partir d’une analyse systématique de la littérature existante en utilisant les principales bases de données, notre objectif est de rendre compte des principaux résultats de recherche actuels et de pouvoir envisager de nouvelles perspectives de recherche, mais aussi des pistes pour intégrer ce nouvel outil dans le cadre de la formation des enseignants. Quatre principaux points de résultats ont pu être dégagés : 1) la vidéo 360° comme outil pour développer la réflexivité sur l'enseignement, 2) la vidéo 360° comme outil de préparation et d'accompagnement des stages, 3) la vidéo 360° comme outil de développement de la perception des enseignants, 4) la vidéo 360° comme outil d'amélioration de la connaissance des contenus d’enseignement.

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study inquiries about teacher's moral reasoning and decision making about educational inclusion in secondary schools. Exploring this topic is relevant since educators must ensure that students with and without disabilities can learn together in regular educational institutions. The methodology focused on a unique case design through which the moral arguments of teachers in training and teachers in service were investigated. The study targeted members of a teacher training institution, the Escuela Normal Superior de Michoacán (Mexico). The research instrument consisted of a hypothetical moral dilemma previously validated and, therefore, reliable, which was applied to 268 teachers selected through probabilistic sampling. The analysis of the results was carried out through the statistical program SPSS version 23.0. The findings revealed the prevalence of conventional reasoning determined by the culture of the context and the presence of arguments, both related to the orientation of the morality of justice (as when teachers seek respect for the rights of students) and to the orientation of the morality of care (when teachers point out that their main obligation is to ensure the welfare of their students). The study also found a relationship among high levels of moral reasoning, empathic ability with positive attitudes towards people with disabilities and educational inclusion. The need to continue developing moral reasoning in future teachers is highlighted. [ABSTRACT FROM AUTHOR]

This research sets out to respond to the fact that the initial and permanent professional training of Infant Education teachers is one of the least explored topics in the prolific field of teacher training. Our objective is to delve into the conceptions of these teachers about the initial and permanent pro fessional training they have received, and to explore how they assess the impact of these two types of training on their professional practice. To achieve this objective, we used a collective case-study methodology. The instrument was a semi-structured clinical interview that, through content analysis, made it possible to know and fully understand the particularities of each of the cases studied. In addition, we carried out another analysis to establish semantic networks between the established categories. This analysis allowed us to map out common points and dissensions between both categories. The results showed that teachers considered it was necessary to improve initial professional training because it was excessively theoretical and the need for permanent training to be conducted in the schools to facilitate conciliation and adapt it to each context. The Infant Education teachers who participated in our research were not very satisfied with the initial and permanent professional training they received because they considered it was not very practice-oriented. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Satisfaction, well-being, pleasure or happiness are some of the terms used by researchers who attempt to characterize the positive emotions and experiences of teachers in their professional practice. Without choosing between these different conceptual frameworks, this article aims to identify the determinants of this "happiness", particularly in relation to the expectations upon entering the profession. It emphasizes the importance of student-related factors, in particular the quality of the relationship that teachers have with their students and the quality of learning, and their reciprocal influence. Training courses to strengthen teachers' skills in these two areas are then seen as a way to increase the happiness of learning and teaching. The article finally insists on the importance of the evaluation of the trainings, by presenting a currently under development device to evaluate a training action aiming at reinforcing the psychosocial skills of 1st grade students, which is carried out in a school district of the Paris region. This device uses the CLASS (Classroom Assessment Scoring System) tool, not yet well known in France. [ABSTRACT FROM AUTHOR]

a teacher-student relationship (TSR) characterized by closeness promotes student engagement and positive emotional experiences among teachers. The present systematic review questions what the English-language literature reports on the effect of training dedicated to the development of teachers' emotional competences (EC) on these competences and on the TSR quality. 17 articles met the inclusion criteria. The findings suggest that brief EC trainings can sustainably develop teachers' EC. The small number of articles that have also evaluated the TSR quality prevents to conclude as to the effects of these training courses on this variab. [ABSTRACT FROM AUTHOR]

teacher training has the opportunity and availability to raise awarness on the happiness of teaching. The stakes are high: inclusive education contexts require teachers to fully support their pupils' heterogeneity. The positive psychology PERMA model (Seligman, 2011) seems to be an interesting evidence-based guide to build teacher training in happiness teaching. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, Achievement) provides an identification of the different factors needed for this happiness teaching training. It also highlights the importance of the teacher-pupil relationship. This fundamental relationship is key to the classroom climate. It allows teachers to nurture the joy of teaching as well as learning, sharing a school project, and progressing -together with their pupils- to a common goal. In this vein, teacher training can give itself the means to foster socio-emotional skills which are the cornerstone to teaching as happiness teacher training. This training would aim both at offering the opportunity to experience positive psychology interventions and developing teachers' reflexive skills. Gratitude practices, emotional regulation interventions, recognition and use of character strengths are levers that act both on intra- and interpersonal relationships. [ABSTRACT FROM AUTHOR]

the training of teachers in conducting a Philosophical Discussion with children introduces them to a new paradigm of educational authority that modifies and improves their posture, both on the ethical and epistemic levels. This practice contributes to the joy of teaching and learning for three main reasons: it restores meaning to learning by cultivating a heuristic and collaborative relationship with knowledge; it forges a relational ethic that weaves more trusting relationships between teachers and students; it introduces teachers to professional gestures that can be transferred to other pedagogical or educational situations that contribute to improving the school climate. [ABSTRACT FROM AUTHOR]

Cet article est issu des réflexions sur le rôle de la recherche dans la formation des enseignants pour ce qui concerne la pratique didactique de la correction du texte écrit. Nous avons voulu nous positionner « du côté des enseignants », en recueillant des informations sur leurs perceptions et leurs pratiques déclarées. Les informations ont été recueillies à l’aide d’un questionnaire de 48 questions distribué en ligne (Google form), qui a été rempli par 200 enseignants du primaire (en France, niveau CM2) de différentes régions d’Italie. Lors de la compilation des réponses, il était demandé aux enseignants de garder la même posture adoptée à l’égard des textes produits par des enfants à la fin de l’école primaire. L’analyse des réponses a été le point de départ pour la conception de cours de formation organisés par la suite dans trois contextes différents. Les expériences de formation ont permis de discuter les données collectées et de les interpréter à la lumière des activités de groupe, sous forme de recherche-action.

The specialized dimensions of mathematical and pedagogical knowledge held by teachers are under scrutiny as we aim to depict the content of knowledge disclosed by participants engaged in a formative process with a specific focus on Measurement topics. Employing the framework of Mathematics Teacher's Specialized Knowledge (MTSK), this study delves into and expounds upon the knowledge unveiled by a cohort of educators as they tackle a Training Task embedded within a professional development course catered to Early Childhood Education teachers in Brazil. The outcomes of this investigation yield a more refined categorization of teacher knowledge, intimately linked to the topics (KoT), by meticulously examining the intricate facets of this knowledge, encompassing definitions, properties, and fundamental principles. Additionally, this research project presents a collection of knowledge descriptors that bring to the fore the nuances and specificities of this crucial aspect of teacher knowledge, particularly as it pertains to Measurement topics, thus facilitating a comprehensive mapping of the structural and foundational elements within this knowledge domain. [ABSTRACT FROM AUTHOR]

For decades, a plethora of research has shown the broad didactic and educational potential that controversial issues have for the development of social and critical thinking in students. However, their presence in the classroom is still rare today. In this study, we investigate the conceptions and practices of Primary Education teachers in order to know the initial and continuous training they have received to work on these contents, how they value their treatment for the teaching of Social Sciences and the real use that they make of them. The statistical program SPSS v25.0 was used to analyse from a quantitative and exploratory perspective the data extracted from a questionnaire designed ad hoc and validated by expert judges. The questionnaire was completed by twenty Primary Education teachers from different schools in the province of Almeria. The results revealed (i) little or no training, which generated insecurity in teachers; (ii) the conception of controversial issues as elements which foster motivation and skills; and (iii) a limited use of this approach justified by the lack of training and the conception of the instructional use of controversial issues as a challenge. We highlight the need to improve teacher training to this end, stemming from proposals that include work with social problems and the inclusion of these problems in educational contexts. [ABSTRACT FROM AUTHOR]

Dans le cadre de cet article, trois chercheuses-praticiennes partagent une réflexion développée lors d'une étude de soi menée dans le contexte universitaire de la formation initiale à l'enseignement du/en français en milieu minoritaire. À travers des vignettes autoethnographiques et en pensant avec la théorie de la perspective bilingue du bilinguisme, elles expliquent comment elles en sont arrivées à mieux comprendre leurs réactions respectives par rapport à l'utilisation de l'anglais dans des contextes d'éducation en français. En adoptant une démarche réflexive, notamment au sujet d'un sentiment intense d'aversion (« ARKK! ») ressenti lors du recours à l'anglais dans ces contextes d'éducation en français, les trois auteures expliquent comment elles ont réussi à mieux comprendre ce sentiment. C'est à travers leurs conversations entre amies critiques qu'elles ont notamment pu repenser leurs pratiques pédagogiques et les dynamiques internes d'une communauté professionnelle francophone hétérogène. [ABSTRACT FROM AUTHOR]

In this work, we conceptualize microaggressions related to mathematics teaching and learning. We seek to elucidate its notion and highlight some manifestations in mathematics education. We highlight recent studies, and that we have also been conducting, indicating a critical relationship between the experiences of pre-service teachers and in-service teachers who teach mathematics with this phenomenon and the lack of mastery of mathematical content development during classes, which is also related to aversive reactions towards mathematics, which often favors the manifestation of episodes of mathematics anxiety or procrastination. We argue that microaggressions related to mathematics teaching and learning have similar characteristics in relation to racial microaggressions. However, questions about teaching and learning focus specifically on classroom contexts, the established relationships between teacher, student and knowledge. Those who have difficulties with mathematical knowledge, in academic and school environments, often end up being labeled as incapable of learning and go through uncomfortable situations throughout their lives. Because of this, mathematics has an important social prestige. This favors the development of a very intimate relationship between mathematics and power, which is reflected in the school context. Educational considerations are discussed about the impacts of microaggressions on teacher education in relationships with established students under various aspects. [ABSTRACT FROM AUTHOR]