This is the first of a two-part article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. Part 1 provides information about how the review was conducted and describes the theoretical/analytic framework the authors developed to guide the review. The framework combines ideas from the sociology of knowledge and research as social practice. This framework situates the research on teacher education within salient economic, intellectual, and demographic developments of the past half century and also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education. Part 1 also analyzes the first of three major research programs—research on teacher preparation accountability, effectiveness, and policies, identifying strengths and weaknesses in this body of studies.

http://journals.sagepub.com/doi/pdf/10.1177/0022487114558268

Critiquing Teacher Preparation Research: An Overview of the Field, Part II

This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity, the second and third programs of research the authors identified through their massive review of research on initial teacher education, 2000-2012. Guided by their “Research on Teacher Preparation as Historically Situated Social Practice” theoretical/analytic framework, the authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing ...

Critiquing Teacher Preparation Research

A new framework for teachers’ professional development

This paper draws upon a wider piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifa...

Feeling Like a Student but Thinking Like a Teacher: A Study of the Development of Professional Identity in Initial Teacher Education.

Les trois auteurs nous annoncent clairement l’objectif de leur livre et les motivations qui les ont pousses a l’ecrire. Ils affirment que « Peu d’ouvrages francophones disent comment enqueter aupres des enfants ». Il « Est donc ambitieux : il pose les difficultes d’une reflexion sur l’enfance ». En fait a la suite de A. Van Haecht (1990), on peut dire que si l’enfance n’est plus cette « terre inconnue du sociologue », elle reste neanmoins un objet assez peu apprehende par les etudiants et les...

/pdf/enqueter-aupres-d-enfants-et-de-jeunes-objets-methodes-et-1agf0w39ao.pdf

Enquêter auprès d’enfants et de jeunes. Objets, méthodes et terrains de recherche en sciences sociales. Isabelle DANIC, Julie DELALANDE, Patrick RAYOU

This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher’s professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers’ power to act. It provides a source for transforming traditional mentoring methods in teacher training.

/pdf/pre-service-teachers-greater-power-to-act-in-the-classroom-64hi6xstxk.pdf

Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development

The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of differ...

Perceptions on the primary-secondary school transition from French students with Autism Spectrum Disorder and their parents

La reference croissante a «l’identite professionnelle» (IP) dans le champ de la formation initiale des enseignants est rendue confuse du fait de la multiplicite des modeles theoriques qui la definissent et de son utilisation par les professionnels eux-memes. Suite a ce constat, nous proposons une revue de litterature qui vise a depasser la polysemie de la notion et a interroger sa pertinence. Premierement, les travaux recents relatifs au faconnage de l’IP des enseignants sont presentes et discutes pour en extraire les resultats saillants. Puis quatre conceptions de l’IP adossees a des ancrages theoriques differents sont exposees et confrontees afin d’en pointer les differences et les convergences. Suite a ces deux parties, nous questionnons en conclusion la pertinence du concept d’IP et en presentons une definition qui tente de depasser les malentendus.

L’identité professionnelle des enseignants en formation initiale

L’augmentation relative du nombre d’eleves du second degre presentant des Troubles du spectre de l’autisme (TSA) impose de s’interroger sur les connaissances des enseignants concernant les TSA et d’identifier leurs besoins de formation. Pour ce faire, notre etude propose un cadre methodologique croisant des donnees quantitatives et qualitatives. Les resultats de cette etude exploratoire mettent en evidence : le faible niveau de connaissances des enseignants concernant l’intervention aupres des eleves presentant un TSA ; l’estimation des besoins de formation positivement correlee au retentissement suppose en classe ; le caractere singulier et situe des connaissances mobilisees en classe. Les resultats sont discutes dans le sens d’une reflexion sur les necessites inherentes a la formation des enseignants accueillant des eleves avec TSA.

/pdf/connaissances-et-besoins-de-formation-des-enseignants-du-2n1wx5921n.pdf

Connaissances et besoins de formation des enseignants du second degré concernant les Troubles du spectre de l'autisme

Cet article decrit une mise a l’epreuve des entretiens d’autoconfrontation avec un eleve inscrit en college1 et son enseignante de Sciences dans le cadre d’une etude portant sur le decrochage scolaire et professionnel. Le cadre conceptuel de l’etude s’appuie sur les fondements theoriques de la methode d’autoconfrontation en clinique de l’activite (Clot, 2008) et sur les presupposes des theories de l’activite (Engestrom, 2000; Leontiev, 1984; Vygotski, 1934/1997). Les enregistrements audiovisuels de l’activite en classe ont servi de materiaux pour les entretiens d’autoconfrontation avec chacun des deux participants. Les resultats montrent les contradictions entre les buts et les motifs de l’eleve et ceux enonces par l’enseignante pour enseigner en classe. Ils mettent en avant l’evolution du point de vue de l’eleve a travers une reelaboration du sens de l’activite en classe. La discussion met en debat les apports et les limites des entretiens d’autoconfrontation pour developper cette activite. Abstract This article describes a process of self-confrontation interviews with a secondary school student and his science teacher that took place during a study of dropout rates in academic and professional contexts. The study’s conceptual framework is based on the theoretical underpinnings of the self-confrontation methodology in activity clinic (Clot, 2008) and the presuppositions of activity theory (Engestrom, 2000; Leontiev, 1984; Vygotski, 1997). The audiovisual recordings of classroom activity served as sources for self-confrontation interviews with each of the two participants. The outcomes show the contradictions between the student’s goals and motives and those put forward by the teacher for teaching the class. They highlight how the student’s perspectives evolved as the meaning of classroom activities were reformulated. This discussion leads to a debate about the contributions and limitations of self-confrontation interviews for developing this activity.

https://journals.sfu.ca/cje/index.php/cje-rce/article/download/1685/1671

L'entretien d'autoconfrontation : la prise en compte du point de vue de l'élève pour développer l'activité en classe

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