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Author: Christine Bouissou- Benavail
Publisher: John Wiley & Sons
ISBN: 1786305712
Category : Education
Languages : en
Pages : 256
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Book Description
From the theory-practice couple, there are various ways to approach educational and training issues. Intervention research, reflexive situated action and innovation are some of them. Through the analysis of the author's various experiences - professional and initial training, support for change, organizational assessment, experiential learning, project management - this book explores questions about social or professional contexts and the subjective training of actors. One of the challenges is to understand and challenge phenomena such as the development of autonomy and subsidiarity in changing academic or academic contexts. The book promotes the emergence of an ethical and resilient subjectivity. It will show that storytelling is methodological resources for research-intervention paradigms, support the development of actors and stimulate mobility. The book introduces the hypothesis of an operational principle of the feminine as fluid gender, added value to the collective intelligences of the processes of transformation of education and teaching, in terms of intergenerational transmission and in terms of transferability and Strategic activation of skills between business sectors and intellectual fields. This praxeology reconsiders organizations, temporalities, frames of reference, relaunches a reflection in action at the heart of structuration-transformation projects in governance of public action, as well as in terms of personal and collective encapacitation. The reflection opens to questions of management of conflictualities and management of the subjective, epistemological and professional economies.
Author: Joel Bisault
Publisher: John Wiley & Sons
ISBN: 1119902452
Category : Education
Languages : en
Pages : 306
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Book Description
Resulting from a conference that took place in Amiens, France, in June 2019, this book examines the place and role of objects centered in teaching practices from kindergarten to university, both in the context of France and elsewhere. These “objects for learning” are considered in their physicality as productions, work or signs that are used for learning. They become “objects to learn about” when the object itself is the learning objective. This book offers a cross-disciplinary perspective, linking the different disciplinary fields studied and the many reference sources used by the authors. This two-volume work offers an overview of current research on the subject, with this second volume focusing on objects in representations of space and time, then on learners’ activities in the making or use of objects, before concluding with different cultural and philosophical perspectives on objects
Author: Christine Bouissou- Benavail
Publisher: John Wiley & Sons
ISBN: 1786305712
Category : Education
Languages : en
Pages : 256
Get Book Here
Book Description
From the theory-practice couple, there are various ways to approach educational and training issues. Intervention research, reflexive situated action and innovation are some of them. Through the analysis of the author's various experiences - professional and initial training, support for change, organizational assessment, experiential learning, project management - this book explores questions about social or professional contexts and the subjective training of actors. One of the challenges is to understand and challenge phenomena such as the development of autonomy and subsidiarity in changing academic or academic contexts. The book promotes the emergence of an ethical and resilient subjectivity. It will show that storytelling is methodological resources for research-intervention paradigms, support the development of actors and stimulate mobility. The book introduces the hypothesis of an operational principle of the feminine as fluid gender, added value to the collective intelligences of the processes of transformation of education and teaching, in terms of intergenerational transmission and in terms of transferability and Strategic activation of skills between business sectors and intellectual fields. This praxeology reconsiders organizations, temporalities, frames of reference, relaunches a reflection in action at the heart of structuration-transformation projects in governance of public action, as well as in terms of personal and collective encapacitation. The reflection opens to questions of management of conflictualities and management of the subjective, epistemological and professional economies.
Author: Helene Hagège
Publisher: John Wiley & Sons
ISBN: 1786303817
Category : Philosophy
Languages : en
Pages : 292
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Book Description
An ethical solution to the current health, ecological and financial problems we face is to mobilize our responsibility by overcoming our duality with the environment. It calls for changes in attitudes and behaviors that are not self-evident and can be facilitated by specific learning. Mindfulness-based interventions (MBI) are increasingly used in professional settings, particularly in therapy, because their effectiveness in terms of change is increasingly supported by scientific evidence. This book presents a detailed program aimed at developing an ethics of responsibility known as Mindfulness- or MeditationBased Ethics of Responsibility (MBER). It combines theoretical explanations, exercises and secular meditations to propose (rather than impose) ethical guidelines, accompanying participants in identifying their own ethical values, acting in accordance with them, while weakening their dual functionings.
Author: Stephanie Bridoux
Publisher: John Wiley & Sons
ISBN: 1394229704
Category : Education
Languages : en
Pages : 244
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Book Description
This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy. The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization. The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities. The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.
Author: Joel Bisault
Publisher: John Wiley & Sons
ISBN: 1786306719
Category : Education
Languages : en
Pages : 242
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Book Description
Resulting from a conference that took place in Amiens, France, in June 2019, this book examines the place and role of objects centered in teaching practices from kindergarten to university, both in the context of France and elsewhere. These "objects for learning" are considered in their physicality as productions, work or signs that are used for learning. They become “objects to learn about” when the object itself is the learning objective. This book offers a cross-disciplinary perspective, linking the different disciplinary fields studied and the many reference sources used by the authors. This two-volume work offers an overview of current research on the subject, with this first volume introducing the questions addressed and then going on to investigate the relationship between objects and languages, looking at objects at the heart of early learning.
Author: Claire Guille-Biel Winder
Publisher: John Wiley & Sons
ISBN: 1786308401
Category : Education
Languages : en
Pages : 356
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Book Description
This book aims to present some of the latest research in the didactics of space and geometry, deepen some theoretical questions and open up new reflections for discourse. Its focus is as much on the approach of geometry itself and its link with the structuring of space as it is on the practices within the classroom, the dissemination of resources, the use of different artefacts and the training of teachers in this field. We study how spatial knowledge, graphical knowledge and geometric knowledge are taken into account and articulated in the teaching of space and geometry in compulsory schools, teaching resources (programs and textbooks) and current teacher training. We question how the semiotic dimension (language, gestures and signs) of geometric activity can be taken into account, and we identify the role of artefacts (digital or tangible) in the teaching and learning of geometry. This book brings together some fifteen contributions from Frenchspeaking researchers from different countries (France, Switzerland and Canada).
Author: Dave Trotman
Publisher: Routledge
ISBN: 1317340302
Category : Education
Languages : en
Pages : 205
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Book Description
Written by educational specialists and including over fifty interdisciplinary entries, this essential compendium offers accessible, detailed definitions of the core concepts typically explored on undergraduate Education Studies courses. Its interactive design clarifies topics at an introductory, intermediate and advanced level, supporting students across the three years of their undergraduate study. The history and evolution of each concept is outlined with concepts practically grouped around four interrelated key educational categories - the personal, philosophy, practice and power. Key academic debates and points of contest are explored, reference to real-life educational examples are offered, and reflective questions and further reading scaffold critical engagement. Education Studies: The Key Concepts is a bookshelf must-have, moving readers towards a coherent stance based on theory and research. It is an easy-to-use resource for anyone looking to better understand education. It is also useful for those researching education at postgraduate level to broaden their educational knowledge base outside their specific foci.
Author: Theodora Balmon
Publisher: John Wiley & Sons
ISBN: 1394255403
Category : Education
Languages : en
Pages : 324
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Book Description
For two centuries, the school system has been a central point around which other players have gravitated: local authorities, voluntary organizations and the world of work. Over the course of the 20th century, this school centric configuration underwent a transformation, with local authorities tending to become integrated into the vertical culture of the school system. This was only the beginning of a process that brought schools and socio cultural players into constant contact. Cultural, Training and Educational Spaces first examines the relationships with knowledge generated by the links between the school system and other cultural, training and educational spaces, taking a historical, pedagogical and philosophical perspective. Easy access to learning materials creates different relationships with knowledge than those observed in schools. The book then looks at the pedagogical practices in these different cultural educational spaces, such as libraries and media libraries, museums and historical sites, places of heritage, history and entertainment, social networks and other multimedia formats.
Author: Dyanne Escorcia
Publisher: John Wiley & Sons
ISBN: 139429767X
Category : Education
Languages : en
Pages : 228
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Book Description
Students' difficulties in producing texts that meet the requirements of academic writing are a recurring concern for teaching staff and those responsible for university courses. Various initiatives are currently being taken, mainly at undergraduate level, to help students improve the quality of their writing. Research into metacognitive processes and the self-regulation of learning can be used to support the design of these writing support systems, particularly by providing a better understanding of the students' difficulties. This book reviews the concepts of metacognition and self-regulation in relation to writing processes. It analyses the metacognitive components involved in text production, their links with successful writing and their individual and contextual determinants. It completes this analysis by drawing on the teaching and assessment of writing in higher education. All of these elements are articulated around a multifactorial modeling of the learning and teaching of academic writing.
Author: Pablo Buznic-Bourgeacq
Publisher: John Wiley & Sons
ISBN: 1119851335
Category : Education
Languages : en
Pages : 258
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Book Description
Allowing learners to take some responsibility may seem obvious yet what is actually afforded to them, and how this process works, remains difficult to grasp. It is therefore essential to study the real objects of devolution and the roles played by the subjects involved. Devolution and Autonomy in Education questions the concept of devolution, introduced into the field of education in the 1980s from disciplinary didactics, and described in Guy Brousseau’s Theory of Didactical Situations in Mathematics as: the act by which the teacher makes the student take responsibility for a learning situation (adidactic) or problem and accepts the consequences of this transfer. The book revisits this concept through a variety of subject areas (mathematics, French, physical education, life sciences, digital learning, play) and educational domains (teaching, training, facilitation). Using these intersecting perspectives, this book also examines the purpose and timeline of the core process for thinking about autonomy and empowerment in education.
