HomeResearch and teacher training - the challenge of mobility and learning strategies

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

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Published on Wednesday, May 04, 2016 by João Fernandes

Summary

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

Organising committee

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.

veronique.fortun@u-pec.fr,

pascal.lafont@u-pec.fr

October 5, 2016 (noon) to October 7, 2016  

Project initiators

Date(s)

  • Monday, May 23, 2016

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

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://calenda.org/359856

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