Enseignants débutants et pratiques de gestion de classe | Érudit | Revue des sciences de l'éducation v25 n3 1999, p. 497-514 Institution : Usager en libre accès Article Résumé L'auteur effectue une revue de la documentation scientifique qui traite du rôle des représentations et des connaissances procédurales dans les pratiques en gestion de classe des enseignants débutants. Il fait état de recherches qui ont analysé la nature et l'effet des représentations des enseignants au début de leur carrière. Il examine les écrits contrastant les connaissances des enseignants débutants et celles des experts dans différents domaines associés à la gestion de classe. Abstract The author presents a review of literature dealing with the role of representations and procedural knowledge of classroom management practices by beginning teachers. Resumen Los autores realizan una revista de la documentacion cientifica que trata del roi de las representaciones y de los conocimientos procédurales en las prâcticas de la gestion de clase de los docentes principiantes.
Zusammenfassung. Article de synthe?se rechercheED version finale ULg. 53e930d50cf28f342f405582. 06 vallerand. L'insertion professionnelle du jeune enseignant par la méthode de "mentoring" - DEPOSITUM. Bédard, Yves (2000). L'insertion professionnelle du jeune enseignant par la méthode de "mentoring". Rapport. Rouyn-Noranda, Université du Québec en Abitibi-Témiscamingue, Sciences de l'éducation, 91 p. Cette recherche a pour but de découvrir comment les nouveaux enseignants du secondaire de la Commission scolaire de Rouyn-Noranda perçoivent le type de soutien qu'ils reçoivent ou devraient recevoir et comment un type de soutien, comme le «mentoring>>, devrait s'effectuer au regard de certaines composantes de la gestion de classe.
Afin de mener à bien notre recherche, nous avons fixé les objectifs suivants: 1) répertorier les perceptions des jeunes enseignants face à leurs besoins ou face aux difficultés qu'ils rencontrent à leur début; 2) connaître le type de conseils que les novices avaient ou auraient aimé recevoir en rapport avec la planification, la discipline et l'évaluation; 3) connaître leur vision du «mentoring>> comme type de soutien. Actions (Identification requise) L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience. Des DOI (Digital Object Identifier) sont automatiquement ajoutés aux références par Bilbo, l'outil d'annotation bibliographique d'OpenEdition.Les utilisateurs des institutions abonnées à l'un des programmes freemium d'OpenEdition peuvent télécharger les références bibliographiques pour lesquelles Bilbo a trouvé un DOI.
Le service d'export bibliographique est disponible pour les institutions qui ont souscrit à un des programmes freemium d'OpenEdition.Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : access@openedition.org. Abdal-Haqq I. (1998). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press. Achinstein B. (2006). Achinstein B., Athanases S. (2005). Allard C., Goldblatt P., Kemball J., Kendrick S., Millen K., Smith D. (2007). Allen T., Day R., Lentz E. (2005). Angelides P., Stylianou T., Leigh J. (2007). Arredondo D.E., Rucinski T. (1998). Aufschnaiter C. (2003).
Raymond,%20Danielle%20(14,3) Jeunes enseignants et insertion professionnelle: un processus de ... - Jean-Claude Hétu, Michèle Lavoie, Simone Baillauquès. L’EMILE en Europe, un succès croissant. A l'échelle de l'Europe, un nombre croissant d'établissements, comme les sections europénnes ou de langues orientales, proposent des enseignements de type EMILE/CLIL, démarche pédagogique à l'efficacité reconnue. Cet apprentissage permet aux élèves d'améliorer naturellement leurs compétences dans une langue vivante étrangère en concentrant l'essentiel de leurs efforts dans la discipline qu'ils apprennent. La plupart des pays européens proposent un enseignement de type EMILE Premières expériences Avant les années 1970, ce type d'enseignement était principalement offert dans les régions présentant un profil linguistique particulier (régions frontalières, bilingues, etc.) ou dans les grandes métropoles.
Les premières expériences en matière d'enseignement EMILE sont généralement liées à des situations particulières comme l'existence de plusieurs langues officielles d'Etat, de langues régionales ou de langues minoritaires, dans une région frontalière. Quelques caractéristiques. Emilangues | Le site d'accompagnement pour les sections européennes ou de langues orientales.
[ UNCOVERING CLIL: CONTENT AND LANGUAGE INTEGRATED LEARNING AND MULTILINGUAL EDUCATION BY MARSH, DAVID](AUTHOR)PAPERBACK - David Marsh. [(Discourse in Content and Language Integrated Learning (CLIL) Classrooms)] [Author: Christiane Dalton-Puffer] published on (September, 2007) - Christiane Dalton-Puffer. Les disciplines dans l'enseignement bilingue: Apprentissage integre des savoirs disciplinaires et linguistiques - Laurent Gajo, Gabriela Steffen. Bertaud%20FR. ELSE JN Breney Decembre2013. Enseignement immersion linguistique. Strategic and Organisational Considerations in Planning Content and Language Integrated Learning: A Study on the Coordination between Content and Language Teachers, International Journal of Bilingual Education and Bilingualism, 2015.
Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan a number of different types of coordination at the curricular level: between the foreign language (FL) subject and the content subjects, between the language subjects (L1 and FL) and between the content subjects. Lesson plans from 27 primary schools have been analysed paying attention to this three-level coordination to determine to what extent the objectives, contents and activities of the language and content subjects are common and, consequently, reflect these three types of coordination.
Routledge. Immersion and CLIL in English: More Differences than Similarities, ELT Journal, 2010. In ELT literature, the reader often finds the terms Content and Language Integrated Learning (CLIL) and immersion used interchangeably, even though there are important differences between them. These two labels usually appear as generic terms covering any kind of teaching in which an L2 is used to teach content. In this article, we attempt to unravel this ambiguity from the Spanish context, describing from a psycholinguistic and methodological point of view the aspects they share and, above all, their main differences. Although CLIL can be implemented in different foreign languages, the fact is that English is the language overwhelmingly used as a means of instruction in most European countries (Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission). Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK.
Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development, International Journal of Bilingual Education and Bilingualism, 2013. This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared reflection. More specifically, the two-fold goal of the study is to describe the nature of the student-teacher's main accomplishments on her teaching practice, if any, as well as on the quality of her reflection on that teaching practice; and to identify and characterise key stages in her developmental process throughout. Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Reading Strategies and CLIL: The Effect of Training in Formal Instruction, Language Learning Journal, 2015. Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. "Language Use and Language Learning in CLIL Settings. " Routledge. Listening to Learners: An Investigation into "Successful Learning" across CLIL Contexts, International Journal of Bilingual Education and Bilingualism, 2013. This study is part of longitudinal research undertaken in 11 secondary schools across two countries, based in Content and Language Integrated Learning (CLIL) classrooms with 12-15 year olds. The aim was to listen to learners, provide them with a "voice" to analyse their perceptions of "successful learning" and to undertake participatory research not only to find evidence of successful learning but also to encourage greater ownership of CLIL classroom events.
We believe that this study due to the innovative ways of involving learners has a unique contribution to make to our understanding of "successful learning" using French, German and Spanish in CLIL classrooms where English is the usual medium for learning. For the purposes of this study, "successful learning" was considered to have two components: motivation and achievement or pupil gains. Routledge. Content and Language Integrated Learning (CLIL): Limitations and Possibilities, Online Submission, 2012. CLIL is currently enjoying a surge in popularity across the world in its cross-curricular form. While the structural difficulties in implementing CLIL are often recognised, there is little discussion of its inherent limitations.
Focusing on cross-curricular programmes, this article analyses critically four of CLIL's central claims against the evidence of the latest research. The claims analysed are: CLIL leads to greater linguistic proficiency, it boosts motivation, it is suitable for learners of all abilities and it leads to greater intercultural awareness. The article concludes that while all four claims are, to a large degree, substantiated by the evidence, there are also clear limitations, stemming from theoretical and methodological shortcomings of the CLIL model, as well as from its interaction with contextual factors.
Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies, International Journal of Bilingual Education and Bilingualism, 2007. This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develop CLIL pedagogies from a "holistic" perspective.
Using the 4Cs Framework for analysis, the author concludes that for CLIL research to "mature," the nature and design of the research must evolve to identify CLIL-specific issues whilst drawing on a much wider frame of reference. This poses a challenge for a future CLIL research agenda which must "connect" and be "connected" if the potential of CLIL is to be realised. Multilingual Matters. CLIL Research in Europe: Past, Present, and Future, International Journal of Bilingual Education and Bilingualism, 2012.
This article provides a comprehensive, updated, and critical approximation to the sizeable literature which has been produced on the increasingly acknowledged European approach to bilingual education: content and language integrated learning (CLIL). It begins by tracing the origins of CLIL, framing it against the backdrop of its predecessors: North American immersion and bilingual education programs, and European international schools. It then provides a synthesis of the research which has been conducted on our continent into the effects of CLIL programs. It transpires from this review that, while at first blush it might seem that outcome-oriented investigations into CLIL effects abound throughout our continent, there is still a well-documented paucity of research in this area. The article concludes by identifying future research agendas to continue mapping the CLIL terrain.
Routledge. The Power of Beliefs: Lay Theories and Their Influence on the Implementation of CLIL Programmes, International Journal of Bilingual Education and Bilingualism, 2013. Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and "made a success" is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy well beyond a top-down legislation. In this contribution, the suggested centrality of beliefs to CLIL policy analysis will be shown by a detailed investigation into the lay theories of teachers and learners involved in CLIL instruction in Austrian upper secondary colleges of technology, which traditionally attract students considered as relatively unsuccessful foreign language learners.
The data consist of 48 in-depth interviews with teachers and students in this setting, covering a range of teacher specialisations and of student abilities.