Session Information
16 SES 03 A, ICT in Teacher Training
Paper Session
Contribution
Using ICT changes our cultural and social context and raises new questions both in educationnal practice and research. Understanding these cultural changes and their significance in education is very important. In this light, we study an expermental trainers’ training project called Pairform@nce directed towards the interaction of ICT Pairform@nce was set up in 2006 by the Ministry of Education in France after a successful experiment in Germany (Intel Lehren-Aufaubkurs on line). In this project, designers elaborate “training paths” for teacher trainers who will base their training devices on these paths. The training paths must observe certain principles : blended training using a shared platform, collective preparation of classroom sessions integrated ICT tools, and a succession of seven stages : introduction of the training, situation of theme and constitution of teams, co and self training, design of classroom situation, implementation in class, reflexive analysis and evaluation. Each trainer designed his own training with a path respecting these principles, including a description of the trainers and trainee team’s activities along the seven stages and any resources they judge helpful.
Using a resource which has not been designed by oneself is particular and sometimes difficult for the trainers. Using ICT and working collaboratively require new competencies, so it is necessary to train the trainers. The trainers’ training is built like the teacher training, respecting the principle of isomorphism :
- Using ICT obliges the trainers to question the advantages and the limits of these tools
- Designing a training action with a path will be the principal activity which will develop professional competencies of the trainers using ICT (learning by doing)
- Working collaboratively and with distance between trainers in training enable learning : here, participants, through distance learning and network exchanges, reflect upon and learn about putting into practice such technologies. In doing so, they develop an appropriate posture.
The question we study here is : what competencies are developed by the trainers and how are they developed ? why are some of them not developed ?
How is “learning by doing” carried out in this context ?
Method
Expected Outcomes
References
Dillenbourg, P. (Ed.) ( 1999) Collaborative Learning : Cognitive and Computational Approaches, pp. 31-63. Amsterdam : Pergamon / Elsevier Science Charlier, B. & Peraya, D. (2003) Technologies et innovation pédagogique, Bruxelles, de Boeck Lameul, G., Jézégou, A. & Trollat, A-F., (dir) (2009) Articuler dispositifs de formation et dispositions de l’apprenant, Lyon : Chronique sociale Lameul, G. & Kuster, Y. (2009) Analyse de la dimension socio-collaborative d’un débat sur forum, in Education - Formation, e-290 Lameul, G. (2008) Les effets de l’usage des technologies d’information et de communication en formation d’enseignants sur la construction des postures professionnelles, Savoirs, 17 Martin, J.P & Savary, E. (1996) Formateurs d’adultes, se professionnaliser. Exercer au quotidien. Lyon : Chronique sociale Sensevy, G., Hélary, F., Kuster, Y. et Lameul, G. (2006) Le forum-débat : un dispositif d’apprentissage collaboratif en formation initiale d’enseignants, Distances et Savoirs, vol. 3 Pratt D. and Associates (1998) Five Perspectives on Teachinf in adult and higher education, Krieger Publishing Company Wenger, E. (2005). La théorie des communautés de pratique, apprentissage, sens et identité. Les Presses de l’Université Laval. Canada Wenger, E.(1998) Communities of practice. Learning, meaning identity, New-York, Cambridge university http://www.educnet.education.fr/formation/accompagnement-des-tice/pairformance
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