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HomePandemic Contexts and Pedagogic Continuities Over An Extended Period

Pandemic Contexts and Pedagogic Continuities Over An Extended Period

Contextes de pandémie et continuités pédagogiques sur un temps long

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Published on Tuesday, November 16, 2021 by Céline Guilleux

Summary

This issue welcomes contributions covering a wide range of analytical levels. For example, on the macro scale, it might be a matter of contributions exploring the functioning of the education system and adaptations (whether potential or already implemented) to improve its resilience. On the meso scale, contributions may concern an intermediate division of the education system, a group of establishments, or one or more establishments of primary, secondary or higher education in the face of the health crisis. And on the micro scale, contributions would depend more on cohort studies carried out throughout the pandemic, and on the analysis of the interactions in the different modes of teaching encountered.

Announcement

Argument

The COVID-19 pandemic which is currently affecting most of the countries of the world has now become a long-term issue. Indeed, until the pandemic has been brought completely under control, each one of us is feeling the psychological, social and health consequences in terms of both our personal and professional lives.

In the fields of teaching, learning and training, the first series of studies analysed the most immediate consequences of this unprecedented context, as much for teachers and students as for teaching practices and teaching design. This research was enlightening, for the decision-makers as well as practicians at all levels of the education system (see for example: Alonso Vilches, Detroz, Hausman and Verpoorten, 2020; Boudokhane-Lima, Felio, Lheureux and Kubiszewski, 2021; Croze, 2021; Issaieva, Odacre, Lollia and Joseph-Theodore, 2020; Peraya and Peltier, 2020; Yerlyand Issaieva, 2020), and particularly in the contexts of remote or marginalized areas of France (Issaieva, Odacre, Lollia and Joseph-Theodore, 2022; Lollia and Issaieva, 2020; Weiss, Ramassamy, Ferrière, Alì and Ailincai, 2020; Weiss, Alì, Ramassamy and Alì, 2021; Weiss, Ramsamy and Alì, 2022; Weiss, Guilmois, Ramassamy and Alì, 2022); see also, in the bibliography below, special issues of journals devoted to this subject.

In certain countries and regions we are now beginning the third academic year to be marked by the pandemic, so this issue, Number 19 of the Contextes et Didactiques journal, takes the opportunity of describing a time period other than that of the pandemic. It will therefore welcome contributions which, while building on existing analyses, will above all present a perspective of feedback, shared experience and lessons learned (Pramling Samuelsson, Wagner and Eriksen Ødegaard, 2020; Trust and Whalen, 2020) in order to envisage the future.

This issue welcomes contributions covering a wide range of analytical levels. For example, on the macro scale, it might be a matter of contributions exploring the functioning of the education system and adaptations (whether potential or already implemented) to improve its resilience. On the meso scale, contributions may concern an intermediate division of the education system, a group of establishments, or one or more establishments of primary, secondary or higher education in the face of the health crisis. And on the micro scale, contributions would depend more on cohort studies carried out throughout the pandemic, and on the analysis of the interactions in the different modes of teaching encountered. These may include face-to-face teaching with reduced class sizes to respect social distancing; formulas for hybrid teaching; and teaching entirely remotely. We are particularly interested in contributions focusing on the most vulnerable members of society, and especially on inclusive mechanisms as well as modifications in practice (actual or prospective), particularly when these are embedded within a dialogue between local and more general educational contexts (Karalis, 2020).

More generally speaking, we are seeking research focusing on the interactions between the different contextual variables (cultural, social and economic, among others) and their role in pedagogy and in terms of educational policies for this issue, Number 19 of Contextes et Didactiques.

Terms of Submission and Important Dates

You are invited to submit your article, before March 1st 2022 electronically

to the journal’s address, as well as, to the editors of this special issue : contextes.didactiques@espe-guadeloupe.fr, and also to the editors of this special issue: elisabeth.issaieva@univ-antilles.fr, pierre-olivier.weiss@outlook.com

  • The manuscripts will be submitted for a double-blind review and then to the editorial committee. Reviewers’ comments will be returned to the authors by April 30th 2022.

  • The final manuscripts will be received by May 30th 2022.

  • The Issue Number 15 of the journal “Contextes et Didactiques” will be published on the journal’s website in electronic format by June 30th 2022.

For information about the publication formats (recommendations to authors, style sheet), please consult information on the website of the journal “Contextes et Didactiques” at : https://journals.openedition.org/ced/279

All published issues are available online and accessible to the public free of charge at : https://journals.openedition.org/ced/263

Editors

Elisabeth Issaieva et Pierre-Olivier Weiss

Editorial Board

  • Jacqueline Bourdeau, Télé université, Québec (TELUQ), Canada
  • Thomas Forissier, Université des Antilles
  • Laurent Gajo, Université de Genève, Suisse
  • Muriel Molinié, Université Sorbonne Nouvelle, Paris 3
  • Marie-Paule Poggi, Université des Antilles

References

Alonso Vilches, V., Detroz, P., Hausman, M. et Verpoorten, D. (2020). Réception de la prescription à « basculer vers l’eLearning » en période d’urgence sanitaire. Une étude de cas. Journal international de recherche en éducation et formation, Numéro Hors-série, 5-16. URL : https://journal.admee.org/index.php/ejiref/article/view/213.

Boudokhane-Lima, F., Felio, C., Lheureux, F. et Kubiszewski, V. (2021). L’enseignement à distance durant la crise sanitaire de la Covid-19 : le faire face des enseignants en période de confinement. Revue française des sciences de l’information et de la communication, 22. DOI : https://doi.org/10.4000/rfsic.11109.

Croze, E. (2021) Covid-19 et passage éclair au distanciel pour les enseignants de langues vivantes du secondaire : une expérience renvoyant à l’irréductible présence en classe de langue. Distances et médiations des savoirs, 33. DOI : https://doi.org/10.4000/dms.6134.

Issaieva, E., Odacre, E., Lollia, M. et Joseph-Theodore, M. (2020). Enseigner et apprendre en situation de pandémie : caractéristiques et effets sur les enseignants et les élèves. Formation et profession - Revue scientifique internationale en éducation, 28(4), 1-12. DOI : http://dx.doi.org/10.18162/fp.2020.702.

Issaieva, E., Odacre, E., Lollia, M.et Joseph-Thédore, M. (accepté, sous presse). Apprentissage des élèves du Microlycée et du lycée professionnel en contexte de pandémie : entre risque de décrochage et stratégies de résilience ? Dans P.O. Weiss & M. Ali (Eds.) L’éducation aux marges en temps de pandémie. Précarités, inégalités et fractures numériques. Edition EHESS.

Karalis, T. (2020). Planning and evaluation during educational disruption: lessons learned from covid-19 pandemic for treatment of emergencies in education. European Journal of Education Studies, 7(4), 125-142. DOI: http://dx.doi.org/10.46827/ejes.v0i0.3047.

Lollia, M. et Issaieva, E. (2020). Comment les enseignants assurent la continuité pédagogique et évaluent en contexte de pandémie ? Une étude en Guadeloupe. Évaluer. Journal international de recherche en éducation et formation, Numéro Hors-série, 1, 181-192. http://journal.admee.org/index.php/ejiref/article/view/231

Peraya, D. et Peltier, C. (2020). Ce que la pandémie fait à l’ingénierie pédagogique et ce que la rubrique peut en conter. Distances et médiations des savoirs, 30. DOI : https://doi.org/10.4000/dms.5198.

Pramling Samuelsson, I., Wagner, J. T. et Eriksen Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden, and the United States: OMEP Policy Forum. IJEC 52, 129-144. DOI : https://doi.org/10.1007/s13158-020-00267-3.

Trust, T. et Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. URL : https://www.learntechlib.org/primary/p/215995/.

Weiss, P.-O., Ramassamy, C., Ferrière, S., Alì, M. et Ailincai, R. (2020). La formation initiale des enseignants en contexte de confinement : une enquête comparative dans la France d’outre-mer. Revue internationale des technologies en pédagogie universitaire - International Journal of Technologies in Higher Education, 17(3). 178-194.

Weiss, P. O., Alì, M., Ramassamy, C. et Alì, G. (2021). Quelle continuité pédagogique en Martinique en période de confinement ? Des injonctions ministérielles aux conditions d’étude et de travail dans l’Outre-mer. Esprit Critique : Revue Internationale de Sociologie et de Sciences sociales, 2021, 31(1). URL : https://hal.archives-ouvertes.fr/hal-03191230.

Weiss, P.-O., Ramsamy, P. et Alì, M. (2022). Confiné(e)s sous les cocotiers. Une enquête sur les conditions de vie des étudiant(e)s de l’université des Antilles pendant le confinement. Dans N. Chapon et L. Mucchielli (dir.), Le confinement. Genèse, impacts et controverses (p. 143-156). Presses universitaires de Provence.

Weiss, P.-O., Guilmois, C., Ramassamy, C et Alì, M. (2022). Les enseignants de Martinique en période de confinement : la continuité pédagogique en question. Carrefours de l’éducation, 51. (Accepté, à paraître en 2022).

Yerly, G. et Issaieva, E. (2021). (Re)penser l’évaluation des appren-tissages au postsecondaire en temps de crise : défis à relever et occasions à saisir en période de COVID-19. Revue internationale des technologies en pédagogie universitaire18(1), 89-101. https://doi.org/10.18162/ritpu-2021-v18n1-09.

Journal special issues

Borges, C. et Tardif, M. (dir.) (2020). Faire école en temps de pandémie. Formation et profession - Revue scientifique internationale en éducation, 28(4), numéro hors-série. URL : https://formation-profession.org/numeros/view/29.

Detroz, P., Tessaro, W., Younès, N. (dir.) (2020). Évaluer en temps de pandémie. Journal international de recherche en éducation et formation, Numéro Hors-série. URL : https://journal.admee.org/index.php/ejiref/issue/view/21.

Poellhuber, B., Karsenti, T., Roy, N. et Parent, S. (2021) (coord.). Le numérique en pédagogie universitaire au temps de la COVID-19. Higher Education and Educational Technology, 17(1) (2) (3). https://www.erudit.org/fr/revues/ritpu/.


Date(s)

  • Tuesday, March 01, 2022

Keywords

  • pandémie, continuité, pédagogie

Contact(s)

  • Pierre-Olivier Weiss
    courriel : pierre-olivier [dot] weis [at] univ-cotedazur [dot] fr

Reference Urls

Information source

  • Pierre-Olivier Weiss
    courriel : pierre-olivier [dot] weis [at] univ-cotedazur [dot] fr

To cite this announcement

« Pandemic Contexts and Pedagogic Continuities Over An Extended Period », Call for papers, Calenda, Published on Tuesday, November 16, 2021, https://calenda.org/933192

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