27 SES 06 B, Teacher Training and Professional Development
Teaching effectiveness research and students learning are studied from the second half of the twentieth century (Brophy & Good, 1986). But, as noted, for the United States, by the Carnegie Task Force on Teaching as a Profession (1986) or the research of Goodlad (1990, 1993), there is a certain dearth about research on effective teaching practice in classroom, mainly in the francophone world (Lenoir, 2005). Based on the latest researches in this domain in french-speaking countries (for examples: Bru, 2002 or Altet, & Vinatier, 2008) our research was designed to analyse the behaviour of teachers in teaching-learning situation and to establish didactical profiles. These are defined by what the teacher is doing in the classroom. To do this, we have developed a specific methodology that attempts to update the existence of variability between teachers (inter-variability) and variability within an individual teacher (intra-variability). Eight didactical variables were set [(1)organization of the contents ; (2) activities on the contents ; (3) dynamics of the pedagogical activity; (4) types of instructions; (5) fields of communication; (6) location of the teacher; (7) temporal organization; (8) teaching materials]. Each variable can take a particular state at any moment of the learning-teaching situation. This state is coded as a particular modality of the variable. These modalities are considered as organizer of teaching practice as defined by Bru, Pastier and Vinatier (2007) and regulate teacher and student actions in teaching situations. In addition, the experiment allowed to update the inter-variability and intra-variability in the teaching-learning situations previously determined according to the taxonomic level of the objectives. So, the observable behaviours of teachers are encoded (Altmann, 1974; Coutu, Provost & Bowen, 2005) through a set of didactic variables allowing to "explain and understand the organization of practices and processes involved in their operation" (Bru, 2002, p.71). Through the description of teaching practices ‘variability, we have describe teacher observable behaviours and we have studied the interactions and links between these behaviours. Therefore, our research is meant to be a methodological analysis instrument encouraging “the construction of predictive models” (Lenoir, 2005, p.6) of teaching practices. Didactic profiles are determined and displayed in graphical format: each teaching session is sampled in decile groups of time which allows an analysis of frequencies and occurrences of the didactic changes in teaching-learning processes (Lehner, 1996).
Altet, M. & Vinatier, I. (2008). Analyser et comprendre la pratique enseignante. Rennes : Presses Universitaires de Rennes. Altmann, J. (1974). Observational study of behavior : Sampling methods. Behavior, 49, 227-265. Brophy, J. & Good, T. L. (1986). Teacher Behavior and Student Achievement. In M. C. Wittrock (Ed.), Third Handbook of Research on Teaching (pp. 328-375). New-York: Macmillan. Bru, M. (1992). Les variations didactiques dans l’organisation des conditions d’apprentissage. Toulouse : Editions Universitaires du Sud. Bru, M., Pastré, P., & Vinatier, I. (2007). Les organisateurs de l'activité enseignante. Perspectives croisées (Editorial). Recherche et formation, 56, 5-14. Coutu, S., Provost, M. & Bowen, F. (2005). L’observation systématique des comportements. In S. Bouchard & C. Cyr (Eds.), Recherche psychosociale : pour harmoniser recherche et pratique (321-359). Sainte-Foy : Presse de l’Université du Québec. Evertson, C. M. & Green, J. L. (1986). Observation as Inquiry and Method. In M. C. Wittrock (Ed.), Third Handbook of Research on Teaching (pp. 162-213). New-York: Macmillan. Gage, N. L. (1967). Paradigms for Research on Teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 94-141). Chicago: Rand McNally & Company. Goodlad, J.I. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass. Klassen, R. M., Tze, V. M. C., Betts, S. M. & Gordon, K. A. (2010). Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise? Educational Psychology Review, published online (24 August 2010). Lehner, Ph. N. (1996). Handbook of Ethological Methods (2nd edition). Cambridge: Cambridge University Press. Seidel, T. & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77 (4), 454-499. Wayne, A. J. & Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, 73 (1), 89-122.
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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