Research and teacher training - the challenge of mobility and learning strategies
Recherche et formation des enseignants
Défis de la « mobilité », stratégies d’ouverture et apprentissages
Published on Wednesday, May 04, 2016
Abstract
Ce colloque vise à explorer les divers modes de rapport entre démarches de recherche et formation des enseignants et à interroger la place de la « mobilité », individuelle, interpersonnelle, collective, institutionnelle dans des contextes interculturels comme principe de développement des relations éducatives et des processus formateurs. En effet, articuler recherche et formation (initiale et continue) des enseignants c’est postuler la double dimension heuristique et pragmatique des différentes modalités de transition et de la formation à la recherche, et inversement de la recherche à la formation.
Announcement
Argument
At a time when the intercultural issue has emerged in the practice of the professionals of teaching and training, this conference aims to better understand the contemporary issues of interculturalism interpreted in the sense of “mobility”, diversity and outreach. In this context, intercultural situations imply that individuals, groups, professionals and institutions from different backgrounds can come together, interact and analyse the resources and difficulties associated with “mobility” and the incentives or obstacles it encounters.
- How does the experience of mobility as the transition from one place to another imply exclusion/inclusion, segregation, marginalisation/integration?
- Interpreted as a temporary transition, how does the experience of mobility raise the question of a changing identity, a time of distress, of astonishment, of surprise, as well as a time of recovery, of repercussions, of self-reappropriation?
- How can this mobility experience initiate transformative learning?
The objective of this conference is to explore the various relationships between teacher research and teacher education and to assess the role of individual, interpersonal, collective and institutional “mobility” in intercultural contexts as a principle underlying the development of educational relationships and training processes. Indeed, articulating teacher research and teacher education (pre-service and continuing education) assumes a dual heuristic and pragmatic dimension of the different transition methods, from training to research and, conversely, from research to training.
Given the interdependence of research and training, the transitional experience on the one hand and epistemological issues on the other give rise to the following:
- Research-based training (formative effects of research), training in research;
- Training in intercultural education through encounters with researchers from different backgrounds and encounters with other methods of functioning;
- Equipping oneself with new research objectives based on training activities;
- Seeking linguistic, cultural and disciplinary mobility to better cooperate with others within different environments and contexts from an ecological perspective.
- The concepts of “mobility”, outreach and intercultural learning are to be taken from the different perspectives below:
- Personal, physical and psychic “mobility”: cognitive flexibility, psychological plasticity)/ rigidity, adherent, against new ideas;
- Interpersonal “mobility”: focus on others, listening to others, cognitive and emotional reversibility, reaching out to others, self-centredness, egocentricity, lack of reciprocity;
- Collective and group “mobility”: the flow of information, adaptability to the changing environment, changing the modes of configuration of subgroups, intergroup cooperation, becoming withdrawn, solidifying relationships;
- Disciplinary “mobility”: shifting from one disciplinary field to another; multidisciplinary, interdisciplinary, transdisciplinary; nomadic concepts;
- Institutional “mobility”: statutory, flexibility of institutional functioning, ability to move from one institution to another, institutional partnership/isolation, impermeability, increasingly rigid rules, immobility.
The conference seeks to broaden reflection on the different forms of “mobility” that can be identified by comparing differences and different cultures at the spatial and temporal levels (school and university exchanges, cooperation among professionals from different professional backgrounds, encounters between “different” students etc.), at the cognitive level (being open to differences encountered in living together, in the analysis and observation of research practices and training processes), at the cultural level (professional culture, others’ cultures, corporate culture, school environment) and, lastly, at the institutional level (other operational methods and other educational systems). The conference will seek to identify how the experiences of mobility and otherness can influence the transformation process, teaching and learning methods, and methods of training and of being trained.
The conference will focus on four areas:
- The relationships and contributions of research and training: issues of cooperation between researchers, teacher trainers and education professionals in their heuristic and pragmatic dimensions.
- The issues of “mobility” in cultural education: school exchanges, academic exchanges and professional exchanges; inventory of institutions that have established mobility as an educational and training principle.
- The impact of “mobility” on pre-service and continuing teacher education: the role of exchanges, mobility, outreach and informal learning in an intercultural context; bi- or tri- national collaborative research; research on teacher education.
- The challenges of new spaces and moments of intercultural encounter: digital and Internet use.
These different areas undoubtedly call for a variety of approaches: philosophical, anthropological, sociological, psychological, ecological, pedagogical, etc.
Papers presented must address one of the aforementioned areas.
Scientific Committee
- Denis Alamargot, University Professor in Psychology, Deputy director of ESPE of the Academy of Créteil, CHArt laboratory, denis.alamargot@u-pec.fr
- Eloisa Alcocer, Professor at the Autonoma de Yucatan University, Mexico, ealcocer13@gmail.com
- Valérie Barry, trainer at the ASH of the ESPE of Créteil, Lecturer in Education, UPEC, LIRTES laboratory, valerie.barry@u-pec.fr
- Anne Cécile Begot, Lecturer in Sociology, UPEC, LIRTES laboratory, anne-cecile.begot@u-pec.fr
- Christiane Binet-Montandon, Emeritus Professor in education, UPEC, LIRTES, montandon@u-pec.fr
- Christine Delory-Momberger, Professor in Education, Paris 13 Sorbonne Paris Cité, EXPERICE, christine.delory@lesujetdanslacite.com
- Julie Demeslay, Lecturer in the Sociology of sport, Paris Ouest Nanterre La Défense, CeRSM laboratory, j.demeslay@u-paris10.fr
- Dominique Groux, Emeritus Professor in Education, université des Antilles et de la Guyane (UAG), CRILLASH, dominiquegroux@yahoo.fr
- Marianne Krüger Potratz, Emeritus Professor at the University of Münster, Germany, potratz@me.com
- Pascal Lafont, Lecturer in Education, UPEC, LIRTES, pascal.lafont@u-pec.fr
- Eddy Cesar Leberger, Professor at the University of Qusiqueya – Haïti, lebergerhaiti@yahoo.fr
- Camilo Madriaga, Professor at the Del Norte Barranquilla University – Colombia, cmadaria@uninorte.edu.co
- Jürgen Mertens, University Professor, Pädagogische Hochschule Ludwigsburg, Institut für Sprachen - Abt. Französisch, Ludwigsburg, Germany, mertens@ph-ludwigsburg.de
- César Moreno, Professor at Caldas University – Colombia, cmorenobaptista@gmail.com
- Frédérique Montandon, Lecturer in Education, UPEC, LIRTES, frederique.montandon@u-pec.fr
- David Matheson, Senior Lecturer in Education, Leeds Beckett University, England, djmatheson@icloud.com
- Valérie Melin, Lecturer in Education, Lille 3 University, Proféor-CIREL laboratory, valerie.melin@univ-lille3.fr
- Ivana Padoan, Professor at the University of Venise - Italy, ipadoan@univ.it
- Marcel Pariat, Professor in Education, UPEC, LIRTES, pariat@u-pec.fr
- Thérèse Pérez-Roux, University Professor, Université Paul Valéry Montpellier, LIRDEF, Therese.perez-roux@univ-montp3.fr
- Carla Schelle, Professor in Education and Didactics, Mainz University, Germany, schelle@uni-mainz.de
- Michèle Venet, teacher educator, Faculty of Education, Sherbrooke, Québec, Michele.Venet@USherbrooke.ca
- Bernd Wagner, Junior Professor, University of Siegen, Germany, Wagner@erz-wiss.uni-siegen.de
Organising committee
- Anne Cécile Begot, Lecturer in Sociology, UPEC, LIRTES laboratory, anne-cecile.begot@u-pec.fr
- Véronique Fortun-Carillat, ASH teacher educator at the ESPE of Créteil, UPEC, Ph.D student in education, LIRTES. veronique.fortun@u-pec.fr
- Tifenn Jego, CEDITEC and LIRTES research assistant, tifenn.jego@u-pec.fr
- Pascal Lafont, Lecturer in Education, UPEC, LIRTES, pascal.lafont@u-pec.fr
- Brigitte Leclaire, doctor in Education, pedagogical advisor, chief trainer, UPEC, LITRES.brigitte.leclaire@ac-nancy-metz.fr
- Frédérique Montandon, , Lecturer in Education, UPEC, LIRTES, frederique.montandon@u-pec.fr
- Alexandre Ployé, trainer in charge of training for ASH at the ESPE of Créteil, UPEC, Ph.D student in education, CIRCEFT, alexandre.ploye@u-pec.fr
- Laura Vidal, Ph.D student in Education, UPEC, LITRES., lenguaraces@gmail.com
Submission guidelines
Proposals must respect the following submission guidelines:
- 20-minute presentations grouped into thematic workshops.
Proposals for workshops must be in Word and must include a title, five keywords and an abstract not exceeding 2000 characters, including references. Proposals must be accompanied by an e-mail clearly stating the author’s name and surname, his/her scientific and institutional affiliations and the title of the paper.
Proposal deadlines
Deadline for submission: May 23, 2016
Response from the Scientific Committee: June 30, 2016
The final version of papers will be reviewed after the conference for publication in conference proceedings.
Proposals should be sent to the following addresses:
frederique.montandon@u-pec.fr.
October 5, 2016 (noon) to October 7, 2016
Project initiators
- Frédérique MONTANDON, Lecturer, UPEC, LIRTES, frederique.montandon@u-pec.fr.
- Véronique FORTUN-CARILLAT, teacher at the ESPE Créteil LIRTES,
- Research section of the ESPE, veronique.fortun@u-pec.fr,
- Pascal LAFONT, Lecturer, UPEC, LIRTES, pascal.lafont@u-pec.fr
- Bernd WAGNER, junior Professor University of Siegen, Wagner@erz-wiss.uni-siegen.de
Subjects
- Education (Main category)
- Mind and language > Education > Educational sciences
Date(s)
- Monday, May 23, 2016
Attached files
Keywords
- recherche, formation, enseignement, mobilité, interculturalité
Contact(s)
- Frederique Montandon
courriel : frederique [dot] montandon [at] u-pec [dot] fr
Reference Urls
Information source
- Frederique Montandon
courriel : frederique [dot] montandon [at] u-pec [dot] fr
License
This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.
To cite this announcement
« Research and teacher training - the challenge of mobility and learning strategies », Call for papers, Calenda, Published on Wednesday, May 04, 2016, https://doi.org/10.58079/un1