HomeEpistemological, Methodological and Technological Challenges of Teachers’ Trainings in the 21st Century

Epistemological, Methodological and Technological Challenges of Teachers’ Trainings in the 21st Century

De quelques défis épistémologiques, méthodologiques et technologiques de la formation des enseignants au XXIe siècle

Revue « Didactica »

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Published on Tuesday, January 25, 2022

Abstract

Français English

This first edition of Didactica aims at rethinking teachers’ training in an era in which the teaching/learning situations are more complex than ever. Therefore, any educational and training reform attempt cannot succeed unless future teachers are fully prepared for the constantly changing classroom reality.

Announcement

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Didactica: Call for articles (1st Edition 2022)

Argument

This first edition aims at rethinking teachers’ training in an era in which the teaching/learning situations are more complex than ever. Therefore, any educational and training reform attempt cannot succeed unless future teachers are fully prepared for the constantly changing classroom reality.

This represents a huge challenge as it imposes the establishment of an initial training apt to transmit the essential basics, and a professional training that allows teachers to conceptualize and optimally manage their classroom practices. In the same perspective, intervention didactics (Vannier, 2006) has emerged, opting for description and praxeology as a substantial framework. It is within this interaction of theory and action, in which actors’ habits and orientations change, that didactics comes as an intervention discipline, or even as an actional one, and that professionalization (Tardiff, 2013) and reflexive practice (Schön, 1996) gain more importance as key concepts. 

As a matter of fact, we cannot speak about a reflective practitioner unless we construct two reflection paradigms: the first concerns the action in process whereas the second deals with the post-action. Both reflect the end of an era in which the pedagogical research limited itself to the production of applicable knowledge and the beginning of a pursuit of professionalization of the teachers’ status and training. At this stage, it is important to question the essence of knowledge that implies reflection about the action in process, partially aspiring to get closer to that action and farther from science. The know-how, which is almost impossibly shareable as it gets often interiorized by accumulation, similarly originates from the reflection dealing with the post-action, which, in its turn, takes place after the action as an evaluation means of one’s own reactions and actions, while dealing with the different incidents happening throughout the course.  

 Does the initial training that the Moroccan universities propose (the Faculties of Letters and Humanities, the Faculties of Languages, Arts & Human Sciences, the Higher Schools of Education and Training as well as the Ecole Normale Supérieure) for the fundamental licenses and the ones of education, enable the construction of a reflective position? Can we aspire to construct a reflective competence by simply mixing theory and practice within the same program? We believe that a reflective position goes imperatively through an analysis of the pedagogical practices and the teaching/learning situations, but cannot be part of an academic discipline, teachable during a limited time period. Regarding the action & critical stance, it is not a transferable discipline but rather a reflexive knowledge awareness (Perrenoud, 2001). 

If teachers’ training is continually re-examined, it is mainly because of the continuous evolution and adaptation of its pedagogical practices to the new realities of the 21st century class. One of these realities is clearly related to educational technologies that were used during the covid-19 pandemic, not as a luxurious preference but more as an inevitable constraint. In this perspective, and as a means of formulating theoretical, methodological and practical foundations, various disciplines of educational, human and social sciences are highly requested.

Reaching this objective requires supposedly a diversity of contributions and calls out several actors: didacticians, psychologists, pedagogues, linguists and many others. Thus, the contributions can be inspired by one of the following, but not limited, topics:

  • The concept of “reflexivity” in teachers’ training programs;
  • The “transposition” and “transfer” in didactics of languages and cultures;
  • Teachers’ initial and professional training;
  • Micro-teaching and mastering one's professional teaching practices;
  • Constructing professional competences within the educational technologies’ era;
  • New teachers’ positions facing different social demands of the 21st century;
  • The representations surrounding the teaching profession through time;
  • The contributions of the “Bachelor” system for initial, professional & long-life teachers’ trainings;
  • Applied linguistics and language teaching;

Submission guidelines

The first edition of the magazine Didactica receives articles, written in French, Arabic or in English that concern one of the above axes, or similar ones. All submissions should be sent to the following email didacticaesefb@gmail.com, followed by a few bibliographical references, an abstract of 150 words, in French, Arabic and English and 5 keywords.

Bibliography

Altet, M. (1994). La formation professionnelle des enseignants. Paris : PUF.

Castellotti, V., De Carlo, M. (1995). La formation des enseignants de langue. Paris : CLE International.

Coste, Daniel. (2003). Construire des savoirs en plusieurs langues. Les enjeux disciplinaires de l’enseignement bilingue. ABED.

Gallisson, R. (1999). La formation en question. Paris : CLE International.

Marcel, J.-F., & Rayou, P. (2004). Recherches contextualisées en éducation, Paris : INRP.

Meirieu, P. (1996). La pédagogie entre le dire et le faire. Paris : ESF.

Merini, C., & Ponte, P. (2008). « La recherche-intervention comme interrogation des pratiques, dans Savoirs »,16, http://www.cairn.info/resume.php?ID_ARTICLE=SAVO_016_0077 (Consulté le 12 septembre 2021).

Tardif,  M.  & Borges,  C. (2009).  Internationalisation de  la professionnalisation  de la  formation  à l’enseignement secondaire et retraductions dans des formes sociales nationales : poids et sens du “savoir professionnel” dans les programmes du Québec et de la Suisse romande. Raisons éducatives, 13.

Tardif,  M., Lessard,  C. &  Gauthier,  C.  (éd.)  (1998).  Formation  des  maîtres  et  contextes  sociaux. Paris : Presses universitaires de France.

Vannier, M.-P. (2006). « Fonctions critiques de la tutelle auprès d’élèves en échec scolaire. » Nouveaux cahiers de la recherche en éducation, 9(2), 169-186.

Places

  • L’École Supérieure de l’Éducation et de la Formation de Béni Mellal - Université Sultan Moulay Slimane
    Beni Mellal, Kingdom of Morocco

Date(s)

  • Sunday, May 15, 2022

Keywords

  • formation, enseignant, pratique réflexive, professionnalisation

Contact(s)

  • Zakaria GHAZI
    courriel : z [dot] ghazi [at] usms [dot] ma

Information source

  • Zakaria GHAZI
    courriel : z [dot] ghazi [at] usms [dot] ma

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Epistemological, Methodological and Technological Challenges of Teachers’ Trainings in the 21st Century », Call for papers, Calenda, Published on Tuesday, January 25, 2022, https://doi.org/10.58079/17u9

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