Suchergebnisse

La préparation de ce texte s'est faite dans le cadre du projet L'éducation portugaise dans le contexte européen: Images, cultures et politiques, appuyé par la JNICT (Junte Nationale de Recherche Scientifique et Technologique). ; This article examines the history of educational sciences in relation with the process of professionalization of teaching and the changing patterns of state action in the field of education. The empirical work has been conducted in Southwestern Europe (France, Portugal, and Spain), but my purpose is to build a theoretical explanation that can be helpful to other contexts. Through an analysis of three different periods (1880s, 1920s, and 1960s), I intend to show that the formation of the educational sciences causes the exclusion of practice as the basis for pedagogical knowledge. At the turn of the 19th century, it consecrates the superiority of the expert regarding the teacher, and entails new regulations in the educational arena. In the 1960s, the educational expansion establishes new relationships between the state, the civil society and the academic world, introducing important changes in teacher education and professionalization. Teachers are defined as a corps that needs to be managed and controlled at state and university levels. The recent development of the educational sciences needs to be understood under this light.

The expansion of access to primary éducation eight years ago has led to majority of children in Kenya notably the less priviledged like girls and those from poor or rural households to be enrolled in school for the first time. Despite the govenment's aim to increase resources for public éducation, primary and secondary schools are over stretched in terms of capacity. New approches to teaching and learning are necessary in order to ensure quality and progress in the pedagogical aréna. In an economy where 40% of its qualified manpower is unemployed, focus must be turned to effective training of its population to meet the job market's demands. One of the stratégies of improving quality of education is the integration of technologies such as ICT, as a way of globalizing the éducation process and ensuring equity in access. Having accepted the introduction of computers into the classroom more than ten years ago, the government is on a quest to find a more integrated approach of computers in specific subject areas rather than simply computer literacy. This thesis tries to identify and analyse different uses of educational software in the kenyan classroom at secondary school level. Leaning on approaches suggested by Papert and Cuban, on the prospects of making learning fun and effective through the use of software in the school environment. ; La mise en place de la gratuité de l'école primaire, il y a 8 ans a offert à la majorité des enfants kenyans, notamment les plus défavorisés (les filles dans certaines régions, les enfants issus de familles pauvres ou rurales) qui n'y avaient pas accès jusqu'alors, l'opportunité de s 'inscrire à l'école. L'objectif du gouvernement kenyan est d'améliorer la qualité de l'enseignement reçu dans l'éducation publique. De nouvelles approches d'enseignement et d'apprentissage sont nécessaires pour assurer le progrès pédagogique et à travers lui améliorer la qualité de l'enseignement. Dans une économie où 40 % de la main-d'œuvre qualifiée est au chômage, l'accent doit être mis sur une ...

The expansion of access to primary éducation eight years ago has led to majority of children in Kenya notably the less priviledged like girls and those from poor or rural households to be enrolled in school for the first time. Despite the govenment's aim to increase resources for public éducation, primary and secondary schools are over stretched in terms of capacity. New approches to teaching and learning are necessary in order to ensure quality and progress in the pedagogical aréna. In an economy where 40% of its qualified manpower is unemployed, focus must be turned to effective training of its population to meet the job market's demands. One of the stratégies of improving quality of education is the integration of technologies such as ICT, as a way of globalizing the éducation process and ensuring equity in access. Having accepted the introduction of computers into the classroom more than ten years ago, the government is on a quest to find a more integrated approach of computers in specific subject areas rather than simply computer literacy. This thesis tries to identify and analyse different uses of educational software in the kenyan classroom at secondary school level. Leaning on approaches suggested by Papert and Cuban, on the prospects of making learning fun and effective through the use of software in the school environment. ; La mise en place de la gratuité de l'école primaire, il y a 8 ans a offert à la majorité des enfants kenyans, notamment les plus défavorisés (les filles dans certaines régions, les enfants issus de familles pauvres ou rurales) qui n'y avaient pas accès jusqu'alors, l'opportunité de s 'inscrire à l'école. L'objectif du gouvernement kenyan est d'améliorer la qualité de l'enseignement reçu dans l'éducation publique. De nouvelles approches d'enseignement et d'apprentissage sont nécessaires pour assurer le progrès pédagogique et à travers lui améliorer la qualité de l'enseignement. Dans une économie où 40 % de la main-d'œuvre qualifiée est au chômage, l'accent doit être mis sur une formation de la population afin de répondre au mieux aux demandes du marché du travail. L'une des stratégies pour améliorer la qualité de l'éducation est l'intégration des TIC, comme moyen de généraliser l'éducation et de garantir un accès équivalent aux élèves de toutes les régions du Kenya. Ayant entériné l'introduction des ordinateurs dans les classes depuis plus de dix ans, le gouvernement est en quête de méthodes d'enseignement qui accorderaient une place plus importante à l'informatique dans toutes les matières enseignées et ne se limiteraient pas simplement à un projet d'alphabétisation informatique. Cette thèse essaie d'identifier et d'analyser diverses utilisations de logiciels éducatifs présents à des élèves kenyans du secondaire. Nous nous sommes inspirés des approches proposées par Papert et Cuban, dont les perspectives sont de rendre l'apprentissage ludique tout en étant efficace, grâce à l'utilisation de logiciels éducatifs lors des séances d'enseignement.

At the end of this issue, the purpose of this contribution is to discuss the epistemological positions of the proposed articles. It contextualises the approach taken in some work (the analysis of the course of action) in relation to the main characteristics of the discipline (education sciences) and other approaches that have a common interest in analysing the activity. The first part brings together the contribution of this work with a specific structural feature of discipline, namely the close interrelationship between epistemic, praxeological and axiological dimensions, which are relevant to the human acquisition of knowledge. The premise put forward by some authors of a capacity for autonomy which is also distributed among all in the acquisition of knowledge is then questioned. In a second part, the work is based on the recent interest in discipline in the concept of 'activity' and the production of a variety of approaches which tend to coexist rather than to dialogue. The question then arises of the lack of interest in many studies for the increasingly decisive role and function of technical objects in the current forms of knowledge acquisition. The third part brings together the founding work in the field, theoretical frameworks, concepts and methods that can form a common corpus of the different approaches to the analysis of activity, referring to the structural characteristics of the discipline. ; International audience As a closing contribution, this paper intends to discuss some epistemological positions supported in different studies in this volume. The author first proposes to situate the analysis of human action course by relating the approach with characteristic features of research in the Educational Sciences and other Human and Social Sciences sharing an interest in the subject. The first part of the discussion highlights the contribution of various studies to distinctive a structural feature of educational sciences, the tight interrelationship between the three dimensions - epistemic, pragmatic, ...

Courses of study and professors' profiles at the Institute of Political Science of Paris (Sciences-Po), leading school preparing top government officials; 11 articles. Includes discussion of the socioeconomic background of the student body.

The education sector has historically been plagued by ideological clashes between various pressure groups. These groups only agree on one thing: the urgency for initiating far-reaching reforms. The aims of the reforms are at the heart of the dispute. For some, education is seen as too elitist and thereby contributes to reproducing social inequalities. Therefore, more equitable educational policies should be urgently developed. Others, on the contrary, believe that educational differentiation and efforts to make education more inclusive and humane have gone too far. Refocusing would be necessary. In this enlightening book, education academics Roger Openshaw and Margaret Walshaw set out to critically examine the dynamic relationship between the poles of attraction around which the apostles of educational reform usually gravitate namely, excellence and equity. The authors' choice to specifically focus their study on mathematics and science is not accidental. Since the establishment of public education systems in the 19th century, these curriculum areas have always occupied a prominent place in the school curriculum. Indeed, mathematics and science are seen as essential to national economic security and military predominance in an increasingly competitive environment. Consequently, any perceived underachievement – whether real or presumed – in these academic subjects tends to provoke the most heated debate over the nature and intent of school curricula, The chapters of this book are structured chronologically. The authors address five pivotal periods during which the prevailing public discourse in education was that of insufficient academic performance, particularly in mathematics and science. These are: • The interwar years (1929–1938); • Post-SecondWorldWar (1950s/1960s); • The economic crisis and its impact on education (1970s); • The market-driven reforms on education (1980s/1990s); • The accountability years of the twenty-first century (2000–2020). Openshaw and Walshaw innovate by examining these periods through the prism of transnationality. The researchers tried to better understand the mechanisms by which the concerns expressed in one country amplify those existing in another. Given the magnitude of the task, the two researchers had to limit the scope of their study to four liberal, English-speaking democracies - namely, the United States, the United Kingdom, Australia and New Zealand. Their analysis suggests that, in terms of public education policies, political and economic power is a catalyst for transnational borrowing. Small nations like New Zealand and Australia tend to spontaneously grant the most powerful players in the global economy like the United States and the United Kingdom some form of intellectual superiority. The radical curriculum innovations developed by big nations in response to an impression of an educational crisis are often mechanically seen as inspiring pedagogical breakthroughs that the small nations hasten to borrow and adapt to their own cultural context. Transnational Synergies in School Mathematics and Science Debates does not present groundbreaking research discoveries. Yet it is rich enough in unpublished scholarly content to interest educational specialists, while remaining accessible to a wider readership including mathematicians and scientists but also, hopefully, policymakers.

La leçon de choses s'est imposée comme le paradigme de l'enseignement des sciences depuis que cet enseignement a été rendu obligatoire par Jules Ferry. En prétendant solliciter l'observation des enfants, elle sera une figure centrale d'une culture et d'une pédagogie primaires dont les normes n'évolueront guère pendant plus de 70 ans (jusqu'en 1957). A partir de la fin des années 1960, l'éveil bouleversera profondément ce vénérable modèle. Anti-positiviste et anti-empiriste, il récuse l'observation didactique ; au nom d'une approche frontale de la complexité des opérations cognitives, il s'oppose à la vieille idée d'une progression du simple au complexe ; au service d'une pédagogie moderniste prenant en compte la totalité du développement de l'enfant, il refuse l'intellectualisme traditionnel et le cloisonnement des disciplines. L'éveil scientifique est plus à cet égard le résultat particulier d'un mouvement général de rénovation pédagogiques, qu'une nouvelle didactique des sciences. Mais c'est en retournant d'une certaine façon aux sources de la leçon de choses que l'éveil prétend la dépasser : il veut réaliser le vieux rêve de l'élève actif qui était déjà celui de Jules Ferry, et même de Victor Duruy. Les transformations institutionnelles de l'école qui avaient fait naître le projet de l'éveil se retourneront cependant contre lui : une école primaire devenue propédeutique du second degré réintroduit en force les découpages disciplinaires que l'éveil avait voulu mettre en cause. Il n'est pas sûr, pour ce qui est de l'enseignement des sciences, qu'il y ait lieu de s'en féliciter.