02 SES 09 B, Learning and Adaptation of Students and Apprentices
Context and theoritical framework: The heart of schools and universities’ ethos and core values is the children and students’ well-being and success: understanding, caring for and developing strong positive relationships and helping at revealing each person’s potential and developing quality education. The education goals and curriculum objectives are selected to develop competencies that are vital to the children and students' current and future lives in the school, university, home and community and workplace as well. Classroom practice is continuously reviewed in the context of ensuring that children and students are developing according to the values promoted by the organisation (school, university…). Measurement of teaching effectiveness and programmes are the primary features in the delivery of education to each child and student in the classroom. Measurement is also a key feature in designing all plans that support the kids and students’ development in the classroom and other settings. To end, school as universities aim to provide an optimal and inclusive education, thereby ensuring children and students centred ,evidenced based approach while at the same time, celebrating the uniqueness of each child and person : promoting their uniqueness, talents and their mutual enrichment from their singular diversity.
Inspired from Sen macro-approach of capabilities, in an individual perspective this is what Gendron (2016) names « enabling education » and « enabling organizations, schools or universities... ». Gendron is looking at how schools and universities and their collaborators are or must be nowadays in an context of hyper-modernity, "enabling environments" as "enabling manager" or "enabling teachers or educators". Thus, all dimensions such as assessments procedures, gestures, attitudes, teaching and management styles, classroom and school’s managements play an important role in promoting learning while enabling educators, teachers or head teachers make informed decisions about kids and students progression and attainment of skills and knowledge within enabling education spaces. To prepare this new generation of enabling teachers, head teachers, educators, or managers...they must develop their emotional capital.
Question : Given the increasing diversity of children and students, there is a need to question how enabling educators and teachers and related organisations (schools, universities....) can support every child and student’ wellbeing and success ? Also, what do we do as enabling educators or teachers to support children and students’ wellbeing and to respond new needs? Thus, there is a need and emergency to generate a constructive discussion about how and what other types of pedagogy, teaching styles, attitudes and assessments, and schools and universities management can be used to create enabling spaces to let students and children grow. In this presentation, those issues will be discussed and illustrated by successful evidence base examples from freshmen students competences development and creativity via active pedagogies. The outcomes underlined the emergency and faisability of educational pedagogy changes at enabling people to change themselves and then, the society by developing emotional capital programs.
Gessler, M. & Uhlig-Schoenian, J. (2013): Projektmanagement macht Schule Ein handlungsorientierter Leitfaden für den Unterricht in der Sekundarstufe II, 6. Auflage Gendron B. (2016), Management des risques psycho-sociaux et Capital émotionnel pour une qualité de vie au travail et vers des organisations capacitantes : essai réflexif et intervention sur le stress dans le monde du soin et de l’éducation via une approche de la pleine conscience, de l'acceptation et de l'engagement et de management de projet, Thèse de Doctorat Psychologie Sp. Neuropsychologie & psychopathologie, Université Paul-Valéry, Montpellier 3, France. Gendron B., Kouremenou, Eleni-Sofia, Rusu, Carmen (2016), Emotional capital development, positive psychology and mindful teaching : which links ?, International Journal of Emotional Education, Volume 8 Issue 1. Gendron, B., (2015), Mindful management & capital émotionnel - L'humain au coeur d'une performance et d'une économie bienveillantes, Bruxelles : De Boeck. Gendron, B. (2013). Capital and Quality of Life and Its Impact on Adults. Conference, Srinakharinwirot University, Bangkok, 16th of January 2013, Thailand. Gendron, B., (2013), « Emotional Capital and Education Issues », Journal of Research and Curriculum Development, vol. 2, n° 1, January-June, p. 23-52. Gendron, B., (2011c), « Emotional Capital, Mindfulness & Acceptance and Commitment Therapy (ACT): Toward Happiness & Economics of Happiness », World Mental Health Congress, October, Cape Town, South Africa. Hayes, S.C., Strosahl, K.D. et Wilson, K.G., (2011), Acceptance and Commitment Therapy: The process and practice of mindful change (2e éd., p. 402), New York, Guilford Press. Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham, A. (2009). Relating trait emotional intelligence to objective socioemotional outcomes in childhood. British Journal of Educational Psychology, 79, p. 259-272. Petrides, K. V. & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425-448. Philippot, P., (2007), « Thérapie basée sur la pleine conscience : Mindfulness, cognition et émotion », in Thérapies cognitive et émotions. La troisième vague, ss la dir. de J. Cottraux, Paris, Elsevier Masson, p. 67-82. Sen, A., (1993), “Capability and Well-being,” in Nussbaum and Sen (eds.), The Quality of Life, Oxford: Clarendon Press, pp. 30–53 Sen, A., (1985a), Commodities and Capabilities, Amsterdam: North-Holland. Sen, A., (1985b), “Well-being, Agency and Freedom: The Dewey Lectures 1984,” Journal of Philosophy, 82(4): 169–221. Thindwa, J. (2001) , “Enabling environment for Civil Society in CDD Projects”, Washington, DC: World Bank, Social Development Family, CDD Learning Module, 2001.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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