Suchergebnisse

У статті приділено увагу значущості викладання психолого-педагогічних дисциплін у студентів технічного та економічного профілю в умовах технічного ВНЗ. Наголошено на сучасних вимогах до конкурентоспроможного фахівця технічного університету. Визначено роль психолого-педагогічної компетенції у формуванні особистості студента технічного вищого навчального закладу. Висвітлено необхідність надання професійних знань у галузі психології та педагогіки майбутньому професійному інженеру, технологу та економісту, яка допоможе йому правильно сформувати команду в організації. Зазначено роль гуманістичної психології у впровадженні в навчально-виховний процес професійної підготовки особистісно орієнтованого підходу. Особливе значення присвячено інноваційним психолого-педагогічним вимогам до проведення лекцій, які сприяють формуванню психолого-педагогічної компетенції у студентів технічних університетів. Акцентовано увагу на принципах дидактики: науковості, зв'язку теорії з практикою, спрямованості навчання на реалізацію мети освіти, доступності, наочності. Приділено увагу поняттю "позитивне мислення". ; В статье уделено внимание значимости преподавания психолого-педагогических дисциплин у студентов технического и экономического профиля в условиях технического вуза. Выделены современные требования конкурентоспособного специалиста технического университета. Определена роль психолого-педагогической компетенции в формировании личности студента технического вуза. Освещена необходимость предоставления профессиональных знаний в области психологии и педагогики будущему профессиональному инженеру, технологу и экономисту, которая поможет ему правильно сформировать команду в организации. Отмечена роль гуманистической психологии во внедрении в учебно-воспитательный процесс профессиональной подготовки личностно ориентированного подхода. Особое место уделено инновационным психолого-педагогическим требованиям к проведению лекций, которые способствуют формированию психолого-педагогической компетенции у студентов технических университетов. Сделан акцент на принципах дидактики: научности, связи теории с практикой, направленности обучения на реализацию цели образования, доступности, наглядности. Уделено внимание понятию "позитивное мышление". ; It is stressed that modern integration processes in Ukraine, the entry into the system of international economic, political and cultural connections, the recognition of Bologna Process concept require competitive, world-class engineers. Respectively the requirements for the Higher Educational Establishment technical specialities nomenclature and professional and personal qualities of graduates are changed.It is proved that the important characteristic of future engineer's professional culture is the relationship with personal value orientation and person's ethical paradigm and with professional ethics typical for his social network. Most often ethical norms and behavior principles which relate to common professional activity of specific professional group members, emanate from more adequate assessment of person's value in his professional environment.Thus, noted norms and principles favour stating the credibility of a student as a unit of humanity of interpersonal relationship. The recognition from the colleаgues favour the disclosure of person's creative potential and his maximum personal and professional self-actualization.Much attention is given to the importance of teaching of psychological and pedagogical subjects for students major in engineering and economics at the Technical University. Attention is drawn to current requires for competitive specialist.It is defined the role of psychological and pedagogical competence in student's personality formation in condition of technical university. It is dealt with necessity of professional knowledge in the field of psychology and pedeagogics for future engineer, technologist and economist. This knowledge will help them to form a team in organization properly. It is noted the role of humanistic psychology in implementation the personal oriented approach in studying process of vocational training.The particular importance is given to innovative psychological and pedagogical requirements for lectures organization, which favour psychological and pedagogical competence formation of students of Technical Universities.The following principles of didactics are stressed: the principle of scientific content, connection between theory and practice, directivity of studying onto the education's aim realization, principle of accessibility and visibility.Also attention is given to "positive thinking" definition.It is shown that necessary condition of development of future engineer competitiveness is a personality of a teacher innovator and his methods which are aimed at development students creativity, lateral thinking, empathy, fast decision making skills, skills of influence on psychological climate in a group.

BACKGROUND : The Global Competitiveness report shows that the quality of primary education in South Africa ranks 132 out of 144 countries. Statistics released by the Department of Basic Education in South Africa reveal that the average mark for Grade 3 learners in the Annual National Assessment (ANA) was 35% for literacy and 28% for numeracy. AIM : We seek in this article to share the voices of the Foundation Phase heads of departments (HoDs) regarding their motivational roles and responsibilities in learner performance. We also aim to understand their role in tandem with other contributors, as well as all stakeholders in the Department of Basic Education who are responsible for teacher development and curriculum delivery. SETTING : Ehlanzeni, Bohlabela, Gert Sibande and Nkangala in Mpumalanga. METHODS : A quantitative research approach was used, where questionnaires were distributed to 274 Foundation Phase HoDs in all four districts in Mpumalanga. RESULTS : The findings indicate that HoDs have a moderate perception of their responsibility in motivating learners; moreover, they do not recognise the role of parents as motivators of learners. They seem too busy teaching in their classrooms and lack the time and skill of supervising their subordinates and involving parents in the education tripod. The legislative framework (PAM document), it can be argued, does not allow sufficient time for HoDs to efficiently perform their tasks. CONCLUSION : Retraining of HoDs to work collaboratively with teachers and parents will enhance the quality of schooling offered in South Africa. ; http://www.sajce.co.za ; am2019 ; Early Childhood Education

This upgrade work looks forward to be a consulting document about the methodical teaching process and its influence on qualified juridical researchers training. Several ideas about university, science and community are analyzed as these three categories are close to the main topic. Focuses on education-for-each-one conditions and its important influence on the upper education are considered, especially, in the case of general education and professional education. Influence of the suitable current methodical teaching processes is valued as a tool for improving the university student's scientific production; a quantity of exposed ideas are about the educator's role and about the one who is being educated, as well as the new curriculum with the occupational market demand. Investigation comes up in Law and Political Sciences faculties, investigator's profile and curricula of international standards level. As a first result we have the fact of having aroused interest on methodical teaching, which provides the background of a scientific sight among the "main characters" of the juridical scene and the national and Latina American politics. ; El presente trabajo de actualización pretende ser un documento de consulta acerca del proceso de enseñanza metódica y su influencia en la preparación de investigadores jurídicos y políticos calificados. Se analizan algunas ideas sobre la universidad, ciencia y comunidad, tres categorías que colindan con el tema de estudio. Se consideran los enfoques sobre la calidad de una educación para todos y su implicancia en la educación superior, especialmente, la formación general y formación profesional. Se valora la influencia del debido proceso de enseñanza metódica actual, como herramienta para mejorar la producción científica del estudiante universitario; se exponen algunas ideas sobre el papel del educador y el educando, así como el nuevo currículo con la demanda del mercado ocupacional. Se presenta la investigación en las facultades de derecho y ciencia política, perfil de investigadores y estándares internacionales del plan de estudios. Como resultado inicial tenemos el haber despertado el interés por una enseñanza metódica, que abona la imagen de una visión científica entre los actores de la escena jurídica y política nacional y latinoamericana.

This article shows the results of a large-scale survey focused on the experiences, perceptions and attitudes of master level teacher interns in the French national education system in the context of COVID-19 lockdown. Data was collected in four French overseas territories: Guadeloupe, Martinique, New Caledonia and French Polynesia. The online poll covered four aspects of the teacher intern experience: possession of computer equipment, access to digital resources, available technology hardware during lockdown, educational interactions, well-being and feelings of insecurity. The quantitative analysis of the responses was combined with a similarity in network analysis based on the participants' comments. The results obtained show that the online training strategies put in place to manage the crisis were often hastily improvised and could not resolve the lack of technical and economic means from which the most marginalized and geographically isolated communities suffer. This situation has resulted in overworked, highly dissatisfied and stressed oversea teacher interns.

The present study investigates pre-service teachers' experience about playing technology games and their opinions about using contemporary technology to play games as an instructional tool. The participants are 272 pre-service teachers from a university in Middle Anatolia. The present study used mixed methods. The data was collected through an online survey that was created by the authors. The survey contains demographic questions about the participants` gender, major, whether they play technology games or not, and questions about which technology games they play, their opinions about using technology (IWBs and tablets) to play games for instruction, and for which instructional purposes they plan using technology to play games. Following research questions were investigated for the current study: 1. Whether pre-service teachers play technology games or not? If yes, which technology games they play? 2. Whether pre-service teachers plan to use interactive white boards and tablets that were distributed by the government under FATIH project to play technology games for educational purposes? 3. Whether pre-teachers' opinions about using the IWBs and tablets to play instructional games associated with their gender and playing technology games? 4. For which instructional purposes pre-service teachers plan to use IWBs and tablets to play instructional games? For the second and third questions descriptive statistics and crosstabs were conducted. For the first and fourth questions content analysis was applied. Fifty-four percent (n=148) of the pre-service teachers agreed to use the IWBs and tablets to play technology games for educational purposes while 46% (n=124) did not. There is no statistically significant association between gender and plans using the IWBs and tablets to play instructional games. There was a statistically significant association between who Playing Technology Games and Plans Using IWBs and Tablets to Play Instructional Games. Pre-service teachers who play technology games reported higher scores than the ones who do not play technology games. The participants suggested that using IWBs and tablets to play games would make learning fun and easy. The study has implications for teacher education and K-12 education policy. The present study also adds to the knowledge of whether the Y-generation pre-service teachers find the recent technology games useful for education or not.

Appendix (p. 69-744) contains numerous studies and reports on the Soviet economy. ; "Printed for the use of the Joint Economic Committee." ; "December 10 and 11, 1962." ; Includes bibliographical references. ; Hearings appendix: The Soviet challenge to U.S. Machine Building: a study in production and technological policy / Michael Boretsky -- Balance of payments of the U.S.S.R., 1959-60 / Marcello Caiola -- Recent developments in Soviet planning / Herbert S. Levine -- Studies prepared for the Joint Economic Committee: Part 1 Policy Framework: Strategic alternatives in Soviet resource allocation policy / John P. Hardt -- Claim of the Soviet military establishment / J.G. Godaire -- Recent developments in Soviet planning / Herbert S. Levine -- Part 2 Measure of production: Gross National Product in the Soviet Union:comparative growth rates / Stanley Cohn -- Recent record in agricultural production / Joseph W. Willett -- Industrial production in the U.S.S.R. / Rush V. Greenslade and Phyllis Wallace -- Soviet industrial labor productivity / Gertrude Schroeder -- Part 3 Strategy of production: Machine tool production in the United States and U.S.S.R. / Anthony Daukas -- Administration and distribution of Soviet industry / Paul K. Cook -- Soviet economy in 1961: plan, performance, and priorities / Martin J. Kohn -- Part 4 Development of human resources: Education and the development of human resources: Soviet and American effort / Nicholas DeWitt -- Higher education in the U.S.S.R. / Seymour M. Rosen -- Teacher education in the Soviet Union--1962 / Clarence B. Lindquist and John B. Whitelaw -- Part 5 Share of the citizen: Soviet city (planning, housing, public utilities) / Timothy Sosnovy -- Recent trends in Soviet personal income and consumption / Rachel E. Golden -- Trends in the production of consumer goods / Imogene Erro -- Recent trends in labor controls in the Soviet Union / Edmund Nash -- Part 6 External impact: Soviet Union in the world economy / Penelope Hartlund Thunberg -- Soviet trade with the free world in 1961 / Mark J. Garrison and Morris H. Crawford -- Scope and distribution of Soviet economic aid / by George S. Carnett and Morris Crawford -- Political goals of Soviet foreign aid / Leon M. Herman -- Part 7 Demographic trends and population policy: Demographic trends and population policy in the Soviet Union / James W. Brackett -- Part 8 Employment: Employment in the U.S.S.R.: comparative U.S.S.R.-U.S. data / Murray S. Weitzman, Murray Feshbach and Lydia Kulchycka -- Part 9 Selected bibliography of current Russian monographs and statistical appendix: Selected bibliography of recent Soviet monographs / Murray Feshbach -- Statistical appendix ; Appendix (p. 69-744) contains numerous studies and reports on the Soviet economy. ; Mode of access: Internet.

Education takes effect in human life. Education must depend on empowering all sector of society. Now, in industrial revolution 4.0, education is important to create the students' innovative. So, the school of Indonesia compete to get many new students to fill the amount of the students that were targeted by the Indonesia government. Based on the phenomenon, the purpose of this research was to identify the teacher perspective toward classroom management in the big class. This research was conducted at SMK Muhammadiyah 1 Bantul. This research used a descriptive qualitative approach, and the major instruments used were interview and observation. There were two English teachers that were being involved as a participant in this research. Based on the result of the study, there were three difficulties faced by the English teacher in managing large classes. They are grouping the students, using English in large classes, and making students active. The strategies used by the English teacher in managing large classes are: Arranging the students' seat position, grouping the students, using the media, controlling the students, using humour, interacting, managing the time.

Introduction: Schools meals offer a critical opportunity for improving youths' diets, particularly for economically disadvantaged students. We examine the impact of a multipronged intervention to increase middle and high school students' lunch participation in an urban school district. Methods: In school years 2015-2016 through 2017-2018, a quasi-experimental study was conducted in 24 secondary schools, half (n = 12) of which received the following intervention: cafeteria redesign, additional school lunch points-of-sale (mobile carts and vending machines), and teacher education. Results: From baseline to follow-up, lunch participation dropped 4.1% in intervention and 5.1% in comparison schools (difference-in-difference 1.0%, 95% CI 0.5-1.4). The overall decline in lunch participation occurred simultaneously with a drop-in free or reduced-price meal eligibility (from 72% to 58%) across all schools, which is likely related to changing local economic conditions, including a county-wide minimum wage increase that began in summer 2015. Among students eligible for free or reduced-price meals, participation decreased 1.8% in intervention and 4.9% in comparison schools (difference-in-difference 3.1%, 95% CI: 2.5-3.7), with a larger difference-in-difference seen in high schools (5.0%, 95% CI: 4.2-5.9) than middle schools (1.8%, 95% CI: 0.8-2.6). Conclusions: While this intervention demonstrated a modest, but significant relative increase in school lunch participation, the effect was not sufficient to halt large district-wide declines in participation during this study period. Given the significant time, money, and political capital required to implement the intervention, districts should carefully consider similar investments. Broader public policies or other changes to economic conditions that affect eligibility for means-tested benefits-in this case, a strengthening local economy coupled with an increased local minimum wage-may influence school lunch participation more than school-level interventions.

AbstractThis study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less attention has been devoted to the spaces in which educators learn. Our findings are considered against a backdrop of the ongoing disruption of the Covid-19 pandemic, meaning that opportunities for interaction have assumed even greater significance, and the ways in which we use and understand teaching spaces are in flux. As such, our data highlights how the move to digital and hybrid learning is blurring the boundaries of spaces and places, reorienting what it means to teach and to learn in a postdigital higher education landscape. We engage sociomaterial and spatial concepts to examine how spaces entangle with university teachers' experiences, and we explore the shifting nature of interaction and space in post-pandemic times.

In May 2019, the Secretariat of University Policies of the Ministry of Education of Argentina creates the National System of University Research Teachers (SIDIUN) that seeks to replace the Research Teacher Incentive Program created in 1993. In this article we propose to analyze the characteristics that assume this university policy in historical perspective. The understanding of the neotechnocratic and privatist context that the educational model has assumed since December 2015 is essential to address the framework of emergence of this policy and the considerations that support it. From a descriptive and analytical approach based on documentary research and participant research, we recover the theory generated in the framework of the university field of study (KROTSCH; SUASNÁBAR, 2002) in order to contribute to a debate that has only been reflected in the journalistic and union criticism but with little presence in the field of academic production. In conclusion, we maintain that the Macrista government (2015-2019) tried to modify the current regulations without a logic that aims to improve existing weaknesses and in tune with world trends in flexibility and precariousness of university teaching work. ; En Mayo de 2019 la Secretaría de Políticas Universitarias del Ministerio de Educación de Argentina crea el Sistema Nacional de Docentes Investigadores Universitarios (SIDIUN) que busca reemplazar el Programa de Incentivos a Docentes Investigadores creado en 1993. En este artículo proponemos analizar las características que asume esta política universitaria en perspectiva histórica. La comprensión del contexto neotecnocrático y privatista que el modelo educativo ha asumido desde diciembre de 2015 resulta imprescindible para abordar el marco de surgimiento de esta política y los considerandos que la fundamentan. Desde un enfoque descriptivo y analítico basado en investigación documental y de investigación participante recuperamos la teoría generada en el marco del campo de estudios sobre la universidad (KROTSCH; SUASNÁBAR, 2002) a fin de contribuir con un debate que sólo se ha visto reflejado en la crítica periodística y sindical pero con poca presencia en el ámbito de la producción académica. Como conclusión, sostenemos que el gobierno macrista (2015-2019) intentó modificar la reglamentación actual sin una lógica que se proponga perfeccionar las debilidades existentes y en sintonía con las tendencias mundiales en flexibilización y precarización del trabajo docente universitario. ; Em maio de 2019, a Secretaria de Políticas Universitárias do Ministério da Educação da Argentina cria o Sistema Nacional de Professores Universitários de Pesquisa (Sidiun), que busca substituir o Programa de Incentivo ao Professor Pesquisador, criado em 1993. Neste artigo, propomos analisar as características que assuma essa política universitária em perspectiva histórica. A compreensão do contexto neotecnocrático e privatista que o modelo educacional assume desde dezembro de 2015 é essencial para abordar a estrutura de emergência dessa política e as considerações que a sustentam. A partir de uma abordagem descritiva e analítica, baseada em pesquisa documental e pesquisa participante, recuperamos a teoria gerada no âmbito do campo de estudos universitário (KROTSCH; SUASNÁBAR, 2002), a fim de contribuir para um debate que só se refletiu na crítica jornalística e sindical, mas com pouca presença no campo da produção acadêmica. Em conclusão, sustentamos que o governo Macrista (2015-2019) tentou modificar os regulamentos atuais sem uma lógica que visasse melhorar as fraquezas existentes e em sintonia com as tendências mundiais de flexibilidade e precariedade do trabalho de ensino universitário.

Alberta school administrators are required to provide instructional leadership (Alberta Government, 2018a). Mathematical proficiency is the goal of student learning and teacher pedagogy (Kilpatrick, Swafford & Findell, 2001). This paper examines how administrators can lead teaching and learning for mathematical proficiency through instructional leadership. Foundational knowledge for mathematics education, building personal capacity and supporting those we lead will be discussed in relation to the Alberta Government (2018a) Leadership Quality Standard (LQS). Aoki (2004) refers to the curriculum-as-planned as what is required for teachers to teach. He suggests the curriculum-as-lived attends to the reality of the classroom and the people in it. Strategies for leaders will be discussed and are intended to be an administrator's curriculum-as-planned. To complement the suggested approaches for leading mathematical proficiency, I will identify the value in administrators also being mindful of their curriculum-as-lived and adapting plans based on the realisms of the school. Attending to leadership strategies with respect to the curriculum-as-lived will be a suggestion provided for further research.

1. Introduction: The Foundation and Evolution of Powerful Geography in K-12 Education (Richard G. Boehm, Joann Zadrozny, and Denise Blanchard-Boehm) -- 2. The Power of Geography Meets Powerful Geography with Pre-service Teachers in Australia (Susan Caldis) -- 3. Possibilities of Development and Application of Powerful Geography Approach in Geographical Education in Bosnia and Herzegovina (Milka Grmuša) -- 4. The Power of Geography for Education in Brazil (Rejane Rodrigues) -- 5. Empowering Canadian Geography Students and Faculty: New Approaches to Curriculum and Course Material Development using Generative AI as a Writing Assistant (Dr. Terence Day and Dr. Andrew J. Perkins) -- 6. Learning How to Become a Teacher in Climate Changed Geographies: A Powerful Geography Model for Climate Action in Chile (Victor Salinas Silva, Viviana Vargas Sandoval, and Paula Soto Lillo) -- 7. Student's Aspirations and Powerful Geography: a Practical Approach in Costa Rica's Higher Education (Alejandro CascanteCampos) -- 8. Powerful Geography Knowledge Development at the Upper Secondary School Level in Czechia (Martin Hanus, Radka Nedbalová, Dana Řezníčková, and Miroslav Marada) -- 9. Prospects for Powerful Geography in Japanese Schools: Practical Development Research on Japanese National Curriculum's Compulsory Subject "Geography" (Takashi Shimura, Suguru Takagi, Ryuta Yamamoto, and Yoshiyasu Ida) -- 10. Beyond the Geography Discipline: Applying the Powerful Geography approach in a College-level Data Science Curriculum in Singapore (Samuel C X Li, Kenneth Y T Lim, and Estella Y Y Tan) -- 11. Powerful Geography in Switzerland: Potential and Challenges (Ariane Jedelhauser and Regula Grob) -- 12. Thinking Geographically: Making Connections between School Geography and Future Careers in the United Kingdom (Dr. Emma Rawlings Smith and Gemma Collins) -- 13. Powerful Geography through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States (Andrew J. Milson & Charles B. Travis).

Der Autor analysiert die Geschlechterhierarchien im (grund-)schulischen Feld im historischen Längsschnitt. Dazu schildert er zunächst, wie im Zuge der Professionalisierung der schulischen Lehrberufe im 19. und 20. Jahrhundert Frauen überhaupt zum ersten Mal der Einstieg in professionelle Erwerbsarbeit gelang. Dass Frauen stets die unterprivilegierten Berufspositionen besetzen, zeigt sich in der Langzeitentwicklung der schulischen Lehrberufe gleich in doppelter Hinsicht: Je höher der Schultyp und je älter die unterrichteten Kinder, umso geringere Anteile am Lehrpersonal wurden (und werden) von Frauen gestellt. So erklärt sich auch, dass der Frauenanteil im Grundschullehramt mittlerweile fast 90 Prozent erreicht. Die Rolle der 'Exoten' spielen im Grundschullehramt heute die Männer - und das nicht nur quantitativ: Außerhalb der schulischen Sphäre haben männliche Grundschullehrer mit abwertenden Einschätzungen und marginalisierendem Verhalten zu rechnen. Die Untersuchung bezieht sich auf den Zeitraum 19.-21. Jahrhundert. (HoF/Text übernommen)

The aim of this paper is to introduce Sámuel Brassai, the teacher, the outstanding scholar of the 19th century. He played a great role in the Reform era. His life, work and activity were inspired by thoughts that nowadays, a hundred years after his death, at the beginning of the 21st century are still valid. These thoughts are in the fields of education, economy, morality, research into the nation's prosperity. He was an excellent linguist, natural scientist, philosopher, critic, mathematician, musician, teacher, essay writer, university professor, and a regular member of the Academy of Sciences. At the centre of Brassai's life-work was his research into the methodological principles of teaching. His pedagogical system is the harmonious synthesis of his educational goals and methods. He was an encyclopaedic scholar, the great teacher of the nation who was continuously searching for the solution to the reform of education.

At a time marked by the public concerns about societal and environmental implications of technoscientific innovations, the purpose of science education is to prepare citizens to take active part on society choices. The generalisation of Education for Sustainable Development signs the integration of world contemporary stakes in problematized Scientific teaching while Inquiry Based Science Education penetrates curriculums of all countries. In such a context, the teaching of Socially Acute Questions (SAQs) incorporates uncertainty and complexity at the heart of the teaching and learning process. Environmental SAQs call for expertises that take stock of socio-ecological interactions at different scales, political and technoscientifical options, interests and values at play, connections between debated problems. At a crossroads of SAQs' didactics and digital pedagogy, this thesis aims to document forms of collective learning of democratic involvement in citizen expertises of Environmental SAQs. We make use of Digital Work Environment potential to broaden community of learning beyond geographical boundaries and disciplinary compartmentalization. We scrutinize collective SocioScientific and Sustainability Reasoning (S3R) of students in their fourth year of a teacher education degree from different disciplines and Universities in France and Australia. The originality of this work lies in seeing together Socio-Discursive Interactions and improvements of S3R collectively built. It reveals the major interest of socio-epistemologic disturbance occasionned by cross-cultural meetings. ; Dans une époque marquée par les inquiétudes publiques sur les implications sociétales et environnementales des innovations technoscientifiques, l'enjeu de l'éducation scientifique est de préparer les citoyens à prendre une part active aux choix de société. Tandis que les Inquiry Based Science Education pénètrent les programmes d'enseignements de tous les pays, la généralisation de l'Education au Développement Durable signe l'intégration des enjeux du monde contemporain dans des enseignements problématisés. Dans ce contexte, la scolarisation des Questions Socialement Vives (QSV) place l'incertitude et la complexité au cœur des processus d'enseignement/apprentissage. À la croisée de la didactique des QSV et de la pédagogie numérique, cette thèse vise à documenter les modalités d'apprentissages collectifs de la participation démocratique aux expertises citoyennes de QSV Environnementales. Nous exploitons le potentiel des Environnements Numériques de Travail collaboratifs à élargir les communautés d'apprentissages au-delà des frontières géographiques et des cloisonnements disciplinaires. Nous analysons les évolutions de Raisonnements SocioScientifiques dans une perspective de Durabilité (RSSD) construits collectivement par de futurs enseignants en quatrième année de formation initiale issus de disciplines et institutions universitaires diverses en France et en Australie. L'originalité de ce travail réside dans la mise en relation des interactions socio-discursives avec les niveaux d'approfondissement des RSSD co-construits. Elle révèle l'intérêt majeur des dérangements socio-épistémologiques occasionnés par les rencontres interculturelles.