Contenu du sommaire : Former et enseigner en contexte ultra-marin ?

To teach, a fortiori when you are teaching overseas, is in point of fact to teach in a context. At stake is the adaptation of one's teaching while taking “local conditions” in account. The term “adaptation”, already in use during the colonial era and taken up in contemporary adaptations of school programs, is polysemic. Contextualisation has often been reduced to the adaptation of course contents. If there is an art of adaptation, it is far too often reduced to a weak contextualisation that does not really take in account the different agents' points of view nor the methods it uses in transmitting knowledge.

A martial art which used to be danced by slaves, moraingy (moringue in French) conveys a Reunionese memorial inheritance (patrimony) whiose transmission by its masters is confidential. Its practitioners function at the margins of communal and cultural loci and its modalities switch between ancestral rite, spectator martial arts and competitive sport: its place in PE in Primary school remains exceptional. What are the conditions for this patrimonial practice to be me-diated through knowledge imparted in school? Two years of action research with two classes (CM1-2 and CP, roughly years 5-6 and year 1 in terms of age groups) were engaged in, using a didactic method based on the (de/re-) contextualisation of the practice: the pupils then identify the knowledge imparted. Results show that when engaged in with an auto-constructive method, pupils put into question their relationships with others, themselves and knowledge at the same time as they become aware of the patrimonial dimension of the cultural practice. This paper puts into question the training received by primary teachers as well as the “organised” and “directed” didactic modalities of the local practices used as a reference.

This paper aims to better understand what the teacher interns from the Mayotte overseas département (French administrative region) have understood of the two-year training they can follow during their two years of study for the 1st degree MEEF Masters; this two-year training is linked to an original scheme, which requires the production of a « cooperative project » that has to take in account the island's culture to build a didactic project for its pupils. The upshot of the investigations is that this work of contextualisation is weak or superficial at best and is no longer operational once training is over.

“Developing the identity of the Caledonian school system” and teaching the fundamental elements of kanak culture (EFCK as the French acronym has it) are the main new objectives of the PENC (Projet éducatif de la Nouvelle-Calédonie or New Caledonia's educational project) voted by the New Caledonia parliament in 2016. The recognition, inclusion and official listing of the EFCKs in the PENC reaffirm the paradigms of “double legitimacy” and “co-presence” agreed upon in the Nainville-les-Roches talks in 1983, and then in those in Matignon-Oudinot in 1988 and Nouméa in 1998. The didactic transposition into rigorous and structuring “metacognitive, psycho-didactic and pedagogical” procedures of the customary knowledges known as EFCKs will transform them into objects included in the training of teachers and the learning of pupils in New Caledonia.

This study, where anthropology, the analysis of social dispositions, and didacticism intersect, shows that the social uses of water by different agents (teachers, pupils) within the Guadeloupean social context are the product of family socialisations characterised by symbolic realms, sacred and domestic usages, anthropomorphisation and the double function (dangerous and beneficial) of natural aquatic environments. The use of didactic contextualisation enables us to show that the didactic uses of water by teachers impacts the social use of water by pupils enrolled in swimming classes, by furthering inhibiting, socialising or dynamising logics, and show the emergence of four types of effective contexts (partial inhibition of the access to knowledge, stable or unstable didactic side roads, secondary focus, dislocation of learnings).

The general purpose of this study is to contribute to the understanding of the individual logics behind the behaviours of students enrolled in aid schemes during their first year at university. The study aims in particular at high-lighting the central role of self-esteem and emotions in explaining these behaviours. The study, based on three theoretical models – motivation theory, cognitive theory for feelings and the theories explaining strategies for the protection of self-esteem –, focuses on the individual responses to a potential stressful event on arrival at university: being given feedback. The results enable the identification first of the types of feedback most likely to lead to readjustment strategies and then of different types of dynamic responses in the reception and understanding of feedback by students during their first year of university.

Taking as a point of departure a qualitative investigation into the daily texture of special needs teaching, this paper discusses the effects of the two attitudes a teacher can manifest while scaffolding tasks – control or let things go – on the feelings of competence in special needs pupils. As well as demonstrating the central role of scaffolding, in particular of the controlling type, the authors link the role of pedagogical adaptations and compensations positively with the pupils' maintaining a sense of personal efficacy. They also highlight the role of the pupils' peers and of their observations in the feeling of positive affirmation in the pupils interviewed. At stake is not only the success of the more vulnerable children, but also the construction of well-balanced citizens.

How do primary school pupils appropriate historical knowledge? This paper purposes firstly to assess the secondary literature concerning this issue. It then brings to the fore other observations, based on the way four pupils from one CM1 (year 5 for the age group) class position themselves during history lessons and enter learning processes. These more in-depth observations are based essentially on oral contributions by the pupils. It is then possible to identify clearly differentiated ways pupils have of assimilating the contents at stake.

Since September 2016, primary school teachers must initiate their pupils in computer programming. If some people think training the whole population in computer skills necessary, others see this teaching as just another work-load. We have chosen to interview a number of primary school teachers in charge of this task. Our goal is to try to explain the reasons for which primary teachers have decided to invest the teaching of basic computer programming or not, through a series of investigations using questionnaires and interviews. The results indicate the link between the perceived usefulness of this discipline by primary school teachers and their decision to implement. They also show the way individual computer experiences influence the initiation of pupils in computer programming.

In the context of the transfer to the universities of training in the paramedical professions, this paper looks at the link between the resulting structural changes and the professional identities self-reported by trainers in the IFSI, all of whom have practiced nursing professionally. Fifteen semi-directive interviews with trainers were conducted in order to gauge the impact of their inherited professional identification as nurses on the evolution of their identity during this process. Results show that the more strongly trainers vindicate an identity as a nurse the more they feel threatened by the process of transfer, which translates into a dynamic towards self-transformation based on individual projects often directed towards management. When the inherited identity as nurse is weaker, there is more of a continuity in self-identification and the individuals project themselves as trainers for the duration.

In France, training for nursing care does not include in its basic pedagogical framework interprofessional collaborative competencies. Plebiscited in the research literature, interprofessional training does enable the optimisation of collaborative work. The goal of this prospective quantitative study is to explore the development of three interprofessional collaborative skills in trainee nurses at the end of their initial training. The results of the study show that only a very specific type if trainee has managed to develop these skills during his initial training. We the-refore think it is necessary to develop the interprofessional perspective during healthcare initial training. The silo strategy for delivering diplomas should be abandoned in favour of a transversal approach to learning.

In the EEES (Espace européen d'enseignement supérieur or EHEA, European Higher Education Area) established by the Bologna process (BP), quality control is conceived of and applied as an instrument of market regulation. It is implemented by among other means an “internal quality control” ( “assurance qualité interne” in French, thus AQI and AQI project) with the aim of hierarchising institutions according to their respect for quality norms, so that the market can then regulate higher education institutions. But is this the case in non-European countries, in particular south of the Mediterranean, integrated into the BP by the European commission? More specifically, what kind of regulation can one expect in a country like Algeria where there is no real market for higher education and where the ministry for Higher Education and Scientific Research is the main agent and source of financing? This paper purposes to answer these questions by looking at the results of the implementation of the Aqi-Umed European project in Algeria.

Mentors are often recruited on the basis of personal characteristics, such as interest in others. But in order for them to be more efficient with their mentees, they are given training sessions. The risk lies in seeing them, as a consequence, lose little by little their specific characteristics, especially when their mission is to promote the implementation of the programs or methods recommended by the institutions hiring their services. In order to study this problematic aspect of the functioning of mentors, we focus on two studies from the United States and Ireland. Both concern the activity of experienced teachers (mentors) regarding beginning teachers (mentees). The former have the mission of helping the latter into the profession. The study of the interaction between formal and informal aspects of mentor training does indeed offer some insights into the issue. Notwithstanding, the Anglo-Saxon aspect of this experience can lead to questioning – rather than influencing – the way other forms of mentor training can be analysed.