Impact of a Collaborative Research on the Representations of the Partners

Author(s):

Françoise Maria Capacchi(presenting / submitting)Michele Moreaux Isabelle Callewaert

Conference:

ECER 2017

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 08, Case Study (Part 3)

Paper Session continued from 15 SES 07

Time:

2017-08-24

09:00-10:30

Room:

K6.16

Chair:

Magali Hardouin

Contribution

Three main goals of our research

The first goal is to work with plural actors, practitioners, inspectors and researchers, in a climate of trust and respect to share their competences.The second goal is to ensure that the joint work of the actors will show the " hidden knowledge and the experience of the people, in situation of cooperation, and change the practices of all actors.The third objective is to help teachers to the formalization of professional knowledge by facilitating access to spaces of theory and practices, such as those proposed by Marguerite Altet (1996).Goal 3 means so layout research of the teacher as a reflective practitioner, reflecting on his practice, teaching the fact usually, but get in research requires other skills of analysis than to wonder about what we do or we did.The partnership established in the GRaC must be considered as a device (Desgagné, 2001) collaborative research between researchers and actors in the field (Schon, 1987) associated with a common project.

Two main hypothesis

The first is based on the idea that working in partnership produces effects in the field of the personal and professional development of actors). The second hypothesis argues that the partnership has an impact on the field of cognitive, emotional (Sousa, 1998 - Imel, 2007) and the professional dimensions (Naville, 1956) of actors partners in a collaborative approach and leads to the development of new skills.

Hypothesis that targeting the personal development

When we ask the question: 'what skills the partnership enhances in the field of professional development for actors?', we refer to the European context of expectations. One of the improved of our observation skills is the responsibility of entrepreneurship, a key skill in competence, encouraged by the European Commission. The key of entrepreneurial competence refers to the ability of the individual to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve the objectives.As part of our observation, the key to entrepreneurial skill is defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which need all individuals for their personal development (EU, 2006) and development, active citizenship, social inclusion and employment. In our context, key skills are those required to teachers, researchers and members of the school team to achieve quality and professional development.

The hypothesis of the impact of the partnership on the development of new competences of the actors

we thought also that the practice of partnership could be source of creative cultural enrichment with an impact in cognitive and emotional and on the professional dimension of the actors. This brings us to clarify that we revisited the notion of partnership. As Corinne Mérini (Merini, 2012) has explained several times and recently in an article published in "Cahiers teaching", the partnership is not a simple concept, it develops a large semantic field with links to the economic, social sciences and includes educational meanings. The partnership is a form of organisation that unites actors from various worlds around which is a problem in a given situation.In the case of our collaborative research, the situation of "co-working" impacted positively the status of members called actors, work colleagues, co-investigators (Desgagné, 2001). To detect the impact of the partnership on continuous training professionals, we have developed the observations in order to discover and enhance their ability to analyze a global context, to translate their actions managed in common projects and to practice new skills.

Method

This experience of partnership is conducted since 2009 in a group of teachers and researchers in one of the six higher institutes of the pedagogy of the Federation Belgian Wallonie-Bruxelles (FWB). The higher Institute usually provides a voluntary training and offer the students the opportunity to contribute to research and collaborative experiences. To describe and analyze one of those experiences, we used mainly a questionnaire survey and a participant observation. The survey was conducted with members of the GRaC. From 2010 to 2014, observations were conducted within the research collaboration (GRaC) group to examine the motivations of personal and professional teachers (Schon, 1987-Deci, 1975). (We took example on the operation performed by Corinne Mérini, when she participated in the establishment of a body of 93 documents "scenarios/devices' training in 2006). 1.The questionnaire. After a few years of operation of the GRaC we wanted to identify expectations, participants (basic school teachers, speech therapists, managers, researchers and other external partners. The questionnaire included a component of identification. A column was intended for the assignment of a number to the respondents, in the order of receipt of the questionnaires. This is to preserve anonymity. A column was reserved for the identification of the function. The following code allowed to identify the functions of the respondents.The questionnaire requests divided into two groups. The first concerned the personal development and questioned the motivation and cultural aspirations, the second took into account of the needs in terms of qualification and professionalism and focused on practices and methodology. Participants were asked to rate their level of satisfaction with the proposed items by a score of 1 to 10. 1 being the lowest score, with 10 being the highest score. 2. A participant observation A participant observation in the long term is conducted regularly since the founding of the GRaC and follows the work put into building in joint research that targets the language difficulties since the beginning. Initially these difficulties were observed in the context of reading aloud. Later investigations and surveys continued in oral class. Maternal and elementary school a reflection, supported a co-construction of tools for teachers and students has been engaged. Researchers placed in participant observation and four teachers have accomplished this approach by observing and participating in the GRaC at regular monthly sessions in Namur.

Expected Outcomes

The partnership within the collanorative research in the GRaC develops responsibility, autonomy and reflectivity after assimilation, accommodation, so after the transformation, according to contexts, associated professionals and researchers have received constructive feedback. From the point of view of those involved, it is permissible to observe that, very often, participants are placed in situations of choice, each of the individual actors: a teacher; a professional, a researcher... is placed in the center of the collaborative process. He remains at all times responsible for commitments by the fact that he must assume his choices. Its profile is close to the model described by Marguerite Altet, there is "an independent person", there specific to assume tasks and responsibility to translate into action in forcing to make choices. (M. Altet, 2001, p. 28-30). The partnership in the GRaC develops new knowledge and promotes personal development for researchers and teachers-actors evolution expected knowledge, skills and personal development can be broken down into several points such as:-an improvement practices to encourage innovation and capabilities, and creative thinking of the team; -a focus on the training of students to improve their entrepreneurial behaviour and entrepreneurship; -a highlight of all elements of proactive behavior, including the dimensions of cognitive and affective of the learners and participants (teachers, researchers, partners members working in a school team); -the motivation of all participants (Schon, 1987) to carry out their own projects and contribute to a common action as part of the collaborative research scheduled for 5 years.

References

Barrère, A. (2002). Pourquoi les enseignants ne travaillent-ils pas en équipe? Why do teachers not work in teams? Sociologie du Travail, 44(4), 481-497. Barth, BM. (1987). L’apprentissage de l’abstraction, Paris, Retz. Baudrit, A. (2000). Le tutorat: un enjeu pour une pratique devenue objet scientifique ? Revue française de Pédagogie, N°132, juillet-août, p. 125. Capacchi, F., Moreaux M., (2011). L’entretien d’explicitation, un essai de médiateurs hétérogènes en faveur des jeunes apprenants en proie aux difficultés langagières. Colloque International « Crise et/en éducation », Université Paris Ouest, Nanterre 2011. http://colloque-crise-aecse-2011.eu/communications/liste. Capacchi, F. (2009). L’entretien d’explicitation, un outil au service des jeunes lecteurs confrontés aux ambiguïtés lexicales. Collection « Outils pour enseigner », Bruxelles : de Boeck, p.62-92. Capacchi ,F.,Moreaux, M. (2016), Apports d'une recherche collaborative dans la classe de l'oral en FWB, Berlin, Editions Européennes Universitaires, Chapitre 1. Desgagné, S. (2001). L’approche collaborative de recherche en éducation : un rapport nouveau à établir entre recherche et formation. Revue des Sciences de l’Education, XXVII (1), 33-64. Desgagné, S., Gervais F., Larouche, H. (2001). « L'utilisation du « récit » de « pratique » : son potentiel pour le développement professionnel des enseignants et autres éducateurs du monde scolaire », La recherche en éducation et le développement de la pratique professionnelle en enseignement, A. Beauchesne, S. Martineau et M. Tardif (dir.), Sherbrooke, Éditions du CRP, pp.203-223. Dorville, A. & Rémi, C. (2008). Bâtir l’Ecriture, un outil pour l’évaluation du savoir écrire de base. Actes du 20e colloque de l'ADMEE-Europe, Université de Genève. [https://plone.unige.ch/sites/admee08/communications-individuelles/j-a5/j-a5-3]. Rocquet, J-P. (2002). Lecture implicite. Consulté le 20/06/2011 url : http://www.crdp.ac-Reims.fr/ien/metiers_fichiers/lecture.pdf. Sarbin, T.R. (1976). Cross age tutoring and social identity. In V.L. Allen(Ed), Children as teachers: theory and research on tutoring. New York : Academic Press, pp 27-40. Lafortune, L., 2006. www.uqtr.ca/accompagnement-recherche Lafortune, L. et D. Martin, 2004, « L’accompagnement. Processus de coconstruction et culture Lefrançois, R., Nouvelles pratiques sociales, vol. 10, n° 1, 1997, p. 81-95. Mérini, C., 1999, Le partenariat en formation: de la modélisation à une application. (2e éd.). Paris : L'Harmattan. Mérini, C., & Ponte, P., 2008, La recherche-intervention comme mode d’approche des pratiques. Savoirs 1(16), 77-95. Merini, C., Ponte, P., & Thomazet, S.,2009a. Le maître E dans ses rôles de partenaire Communication présentée Colloque de l'ACFAS, Ottawa. Schön, D. (1983). The Reflective Practitioner, New York, Basic Books

Author Information

Françoise Maria Capacchi (presenting / submitting)

Ministry of Education FWB

Bray

Michele Moreaux

Ministry of Education, FWB,; GRaC, Groupe de Recherches et d'actions Collaboratives

Isabelle Callewaert

GRaC, Groupe de Recherches et d'actions Collaboratives; ISPN,Institut Supérieur de Pédagogie de Namur

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