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À considérer le nombre d'étudiants « indigènes » qui sont passés par le système de l'enseignement secondaire et supérieur colonial, le taux d'analphabétisme relevé pour les années 1960 (85 % de la population algérienne), ou même la part des élèves scolarisés dans le primaire sur celle des enfants en âge d'être scolarisés (moins de 10 % en 54), le bilan scolaire colonial apparaît dérisoire, contrairement à ce que peuvent affirmer les thuriféraires de la colonisation positive. L'histoire de la politique scolaire coloniale n'a ainsi jamais été ce lent mouvement de civilisation des populations locales. Elle apparaît plutôt comme un processus profondément contradictoire dont les déterminants sont à rechercher aussi bien chez les émetteurs que chez les récepteurs de cette politique. Reprenant une analyse historique de l'imposition du système scolaire français à l'Algérie et restituant des mémoires et des expériences d'acteurs, le présent ouvrage va au fond de ces contradictions, dont les instituteurs et enseignants ont en été les figures emblématiques. La République a bien été en effet coloniale et beaucoup d'enseignants en ont été les instruments, à leur insu ou conscients. D'autres, plus nombreux, se sont confrontés au nom des principes fondateurs de la République, aux dénis de droits, à l'injustice et aux atteintes à la dignité humaine. Leur action en Algérie coloniale n'a de pendant que la discrétion de leur retrait ces dernières années face aux bruits et fureurs soulevés ici et là par un revivalisme des mémoires coloniales. Adossées à une analyse historique, les mémoires et les expériences de ces enseignants illustrent leurs engagements, aussi bien dans la situation coloniale, où ils ont voulu pour certains être des passerelles entre les communautés clivées, que dans l'Algérie indépendante où nombre d'entre eux ont participé à la socialisation de la jeunesse algérienne et soutenu la construction du jeune État-nation algérien.
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In the process of professionalising teachers, in addition to knowledge and skills, understandings and individual positions on teaching and learning develop on a more fundamental level. In the empirical studies in this volume, learning and professionalization processes were examined during the beginning of the primary school teacher studies within the framework of a self-learning architecture in which web-based learning activities are interlinked with individual subject-related learning counseling discussions. In the learning counseling discussions, individual discussions between lecturers and students about teaching and learning in the subject didactics of mathematics and music, art education and educational science can be observed. The investigations into the development of professional convictions also take a look at the interactions in the educational form of action of the learning counseling discussion and proceed with the methodological approach of an analysis of discursive practices. In further studies, transformations of the professional habitus, intervention practices in the conversations, the emotional dimension of learning and the time challenges in self-learning architectures are examined.
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In the process of professionalising teachers, in addition to knowledge and skills, understandings and individual positions on teaching and learning develop on a more fundamental level. In the empirical studies in this volume, learning and professionalization processes were examined during the beginning of the primary school teacher studies within the framework of a self-learning architecture in which web-based learning activities are interlinked with individual subject-related learning counseling discussions. In the learning counseling discussions, individual discussions between lecturers and students about teaching and learning in the subject didactics of mathematics and music, art education and educational science can be observed. The investigations into the development of professional convictions also take a look at the interactions in the educational form of action of the learning counseling discussion and proceed with the methodological approach of an analysis of discursive practices. In further studies, transformations of the professional habitus, intervention practices in the conversations, the emotional dimension of learning and the time challenges in self-learning architectures are examined.
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Questo volume raccoglie alcuni studi presentati in occasione della quarta edizione del Seminario "I dati INVALSI: uno strumento per la ricerca e la didattica" (Roma, novembre 2019), con l'obiettivo di fornire degli strumenti per migliorare la didattica della Matematica nella scuola primaria.
Primary school facilities. --- Primary school teaching. --- Educational strategies.
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Questo volume raccoglie alcuni studi presentati in occasione della quarta edizione del Seminario "I dati INVALSI: uno strumento per la ricerca e la didattica" (Roma, novembre 2019), con l'obiettivo di fornire degli strumenti per migliorare la didattica della Matematica nella scuola primaria.
Primary school facilities. --- Primary school teaching. --- Educational strategies.
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Questo volume raccoglie alcuni studi presentati in occasione della quarta edizione del Seminario "I dati INVALSI: uno strumento per la ricerca e la didattica" (Roma, novembre 2019), con l'obiettivo di fornire degli strumenti per migliorare la didattica della Matematica nella scuola primaria.
Primary school facilities. --- Primary school teaching. --- Educational strategies.
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As this book by Jo Osler and Jill Flack makes clear, professional learning has a critical edge in terms of what it means not only for teachers’ practice but also for students’ learning. These two highly skilled teacher researchers illustrate what is possible when professionals choose to develop and extend their own knowledge in ways that are driven by their concern for the development of their own professional practice in innovative and creative ways. As one reads through the chapters that comprise the remarkable journey that Jo and Jill have had together and have consolidated through writing this book, it becomes immediately obvious that their knowledge, skills and ability combine in ways that lead to meaningful new insights into teaching and learning. Their work is challenging, thought provoking and ground breaking in the way that it both speaks to the world of teaching and learning and creates a vision for the development of teachers and teaching more generally.
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