Session Information
15 SES 07, Paper Session
Paper Session
Contribution
As many observers, researchers and head officers working in the field of education, we have been badly disturbed by the regular publications after Pisa Editions or OECD’s reports reguarding International Student Assessment, reporting that one on five of our 15-year-olds in the EU still has insufficient reading skills. As researcher and Inspector in the Ministry of education we were confronted with school’s contexts offering opportunities of observations and interventions in the field of Literacy development on functional levels. We wanted to turn our observations and reflections in acts and when we obtained from our hierarchy the permission to visit the field of our official investigations as “a partner” we combine our qualities of researcher and counsellor to work with the teachers. As confirmed in the report of the EU HighI Levell Group of Experts on Literacy in their Final Report of September 2012, various definitions used in research have a narrow focus on only reading literacy, while others also take in cognitive, affective, motivational, socio-cultural, cultural-historical, creative and aesthetic dimensions. We have chosen to observe reading and oral communication taking into account any of the complementary dimensions just exposed. This direction was given as a major impulse to our research after our participation to the EU Conference ‘Literacy for All’ in Nicosia September 2012. In this paper we will present part of a research started in 2011 when our young research groupe: GRaC, born in 2009 in the Superior Institute of pedagogy in Namur ( Belgium), had just experimented tools produced with the intention to improve Literacy skills. Our presentation of this action research intends to explore whether the dimensions of partnership (Landry, C. 1994) contribute to the co-construction of a pedagogical Project in a Primary School based on the European priorities of " Education 2020" in order to promote Literacy. The examples are chosen in French speaking Schools in Belgium. The main reflexions and observations are focused on the description of this developing project where teachers, researchers and learners are associated. The aim of our work is supported par the ideas that High-quality teaching and high expectations for all pupils are essential elements for the successful development of literacy skills for all children, irrespective of their socio-economic background, ethnicity or special needs. "Early detection of reading problems and early interventions for struggling readers are crucial to improve children's literacy skills and to close literacy gaps. In this respect, tailored and s"pecialized support for struggling readers should be put in place as soon as possible (EU Conference, Nicosia, 2012). Four main questions are focus on the effects of this experience. We may propose then as following:
“ 1. Which Knowledge’s out coming from both professional experiences (Perrenoud, P. 1993) were enhanced as facilitators of collaboration ( an co-construction in a team composed by teachers and researchers (Martinaud, 2001)? 2. Which are the culturals and pedagogicals effects of Partnership as opportunity of Training (Merini, 1999), (Savoie-Zajc, L. & Dionne, L. (2001)on cognitive field (Desgagné, 2007), and professional development (Naville, 1980), (Schön, 1983), (Barbier, 1995)?
3. Which have been the major profits for three categories of actors: teacher’s researchers and young learners in this experience, due to the intial Projet ?
4. What does partnership between teachers, researchers and learners offer with special effects on the results of learning in the field of self development and improvement of Knowledge, competences and positives attitudes for all participants?
Method
Expected Outcomes
References
Altet, M. Les compétences de l’enseignant-professionel : entre savoirs, schèmes d’action et adaptation, le savoir-analyser, in Paquay, L., Altet, M., Charlier, E. et Perrenoud, Ph. (dir.), Former des enseignants professionnels. Quelles stratégies ? Quelles compétences ? Bruxelles, De Boeck ,1996. Barbier, J.-M. (Ed). Savoirs théoriques et savoirs d’action. Paris : PUF. Coll. Pédagogie d’aujourd’hui,.) 1996. Barrere, A. (2002). Pourquoi les enseignants ne travaillent-ils pas en équipe ? Revue Sociologie du travail, Baudrit, A. Tutorat : richesses d'une méthode pédagogique, Bruxelles, édition De Boeck, 2002. Beckers, J. (2002). La professionnalité des formateurs d’enseignants en Belgique : un contexte, un dispositif. Dans M. Altet, L. Paquay & P. Perrenoud (Éds.), Formateurs d’enseignants : Quelle professionnalisation ? (pp. 113-131). Bruxelles De Boeck Capacchi, F.M. , Attentes et motivations des enseignants en formation continuée, Journée ABC-éduc, Bruxelles, ULB, 2009. Capacchi, F.M., Dufossé, A., Moreaux, M., Analyse d’une expérience de recherche collaborative : apports compréhensifs à l’étude de difficultés relationnelles et langagières observées chez des élèves de 4 à 10 ans. Apports cognitifs et relationnels de l’évaluation de pratiques enseignantes au sein d’un groupe de recherche collaborative, AMSE, Reims, 7-8 juin 2012.Landry, C. (1994). Émergence et développement du partenariat en Amérique du nord. Dans C. Landry et F. Serre (Éd), École et entreprise: vers quel partenariat? (p. 7-27). Ste Foy, Québec: Presses de l’Université du Québec. Mérini, C., Le partenariat : histoire et essai de définition – Actes de la Journée nationale de l’OZP, 5 mai 2001 Ferrière , A., L'autonomie des écoliers, Neuchâtel, Delachaux et Niestlé, 1921 Maillart, C. (2003). Les troubles pragmatiques chez les enfants présentant des difficultés langagières.,Cahiers de la SBLU, 13, 13-32. Perrenoud, P. (1993) Travailler en équipe pédagogique : résistances et enjeux, Genève, Service de la recherche sociologique et Faculté de psychologie et des sciences de l’éducation (in Perrenoud, Ph. Enseigner : agir dans l’urgence, décider dans l’incertitude. Savoirs et compétences dans un métier complexe, Paris, ESF, 1996. 109-127). Savoie-Zajc, L. & Dionne, L. (2001). Vers la mise en place d’une culture de formation continue dans les milieux scolaires. Exploration conceptuelle et illustrations. Dans L. Lafortune, C. Deaudelin, P. A. Doudin & D. Martin (Éds.), . Sousa, J.M., La dimension personnelle dans la formation des enseignants, in K. Byrne& M. G Garofalo( Orgs), Teacher education in 21 st Century, ATEE 23 rd Annual Conference , (PP.512-529) Limerick : ATEE, Mary Immaculate College, 1998.f Schön, D. Educating the Reflective Practitioner , San Francisco: Jossey-Bass,1987.
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