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Valmas, Vasileios. "La place de l'expérience dans le développement des compétences et de l'identité professionnelles dans un parcours de master professionnel." Thesis, Lyon, École normale supérieure, 2011. http://www.theses.fr/2011ENSL0683.
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L’introduction des Technologies de l’Information et de la Communication (TIC) en formation exige le développement de nouvelles compétences pour répondre aux nouveaux besoins. Cela nécessite de repenser la formation des formateurs. La formation inclut l’aspect de l’apprentissage, qui a comme objectif d’élaborer les significations que requièrent, pour l’apprenant adulte, les expériences de sa vie. L’expérience à valeur formative est incluse dans un processus d’autoformation. L’expérience se transforme. De l’expérience solide et cristallisée à la réflexion et l’explicitation, ce travail de transformation passe par l’expression orale ou écrite. L’expérience est une étape existentielle qui développe l’autonomie de la personne par l’exploitation du retour sur l’expérience.Dans cette perspective, cette thèse réunit un nombre d’expériences en relation avec la trajectoire du rédacteur. L’objectif est d’examiner la place de l’expérience dans le développement des compétences et de l’identité professionnelles dans un parcours de master. Notre hypothèse est que l’expérience a un rôle décisif dans le développement des compétences et l’acquisition de l’identité professionnelles. Dans un premier temps nous analysons le rôle de l’expérience dans la formation. Ensuite, nous étudions les compétences développées à l’issue d’une formation de master 2 professionnel. Puis, nous examinons comment se développe une identité professionnelle par le biais d’un parcours de master 2 professionnel en Sciences de l’éducation. Nous étudions comment il est possible qu’un formateur en Français langue étrangère (FLE) développe une certaine gamme des compétences à travers un certain nombre d’expériences de vie, de travail et de formation. Nous terminons en proposant une modélisation de formation en master professionnel en FLE-TICE/Ingénierie pédagogique en prenant comme exemple d’étude de cas l’aboutissement de l’expérience du rédacteur de cette thèse<br>The introduction of Information Technology and Communication (ICT) in education requires the development of new skills to meet new needs. This requires rethinking the training of trainers. The training includes the aspect of learning, which aims to develop the meanings that require, for the adult learner, the experiences of his life. Experience with educational value is included in the process of self-study. The experience is changing. Strong experience and crystallized thought and explanation, is transformed through oral or written expression. Experience is an existential stage that develops the autonomy of the person operating the return on experience.From this perspective, this thesis combines a number of experiences related to the path of its author. The objective is to examine the role of experience in skills development and professional identity in a master’s degree course. Our hypothesis is that experience has a decisive role in the development of skills and acquisition of professional identity. At first we analyze the role of experience in training. Next, we study the skills developed having completed the training of two professional masters and we examine how to develop a professional identity in the process. We study how it is possible that a trainer in French as foreign language (FFL) is developing a certain range of skills across a number of life experiences, work and training. We end by proposing a model of a professional master’s degree program in FFL/TIC/ Training engineering using a case study of the writer’s as an example
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Chrisostomou, Charalambos Loizou. "An investigation of the information technology provision in initial teacher education in Cyprus." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369376.
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Karlsson, Madeleine, and Therese Vagelin. "IKT som ett pedagogiskt verktyg : En studie om pedagogers syn på IKT i svenska och engelska förskolor." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23146.
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The purpose of this study has been to research how ICT is used in a selection of both Swedish and English preschools and what the pedagogues attitude towards the use of ICT is like. The framing of the study is based on the following questions; How to use ICT in preschool? Seen ICT as a limitation or as a support in the preschool? What image have the educators of their own digital competence? The study was performed through a survey where the questions were phrased so that the pedagogues would answer based on themselves and their opinion/reaction to ICT in their work. The study shows that the pedagogues have a positive attitude towards using ICT along with the kids and by themselves as aid in their work. The pedagogues’ opinions affect the use of ICT but all pedagogues are aware of the curriculum and the goals that are listed there.
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Guérin, Christian. "L’évaluation des compétences : étude des évaluateurs en action au sein des dispositifs diplômants de niveau IV et III du Ministère des Sports." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0007/document.
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La thèse part d'un constat : une tension apparente de « l'évaluation des compétences » qui s'illustre autant sur le plan de l'action que conceptuel : sur le plan de l'action, on relève une évaluation synonyme de reconnaissance par la valeur qu'elle souhaite attribuer. Elle est mise en tension par les dispositifs mis en place, amenant plus à une évaluation d'objets par des chiffres, et des cases à cocher : il apparaît le renforcement d'outils (référentiels, grilles d'évaluations ultra critériée, etc.) et des pratiques confidentielles (jury plénier fermé, monopoles de la certification sur certaines épreuves).Sur le plan conceptuel, le couple « évaluation compétences » part d'une contradiction qui pose d'un côté une densité conceptuelle plurielle à chaque notion, et de l'autre, une vacuité dans leurs rapports épistémiques. Notre revue fait état de conceptions catégorielles amenant à l'atomisation des dynamiques en multiples composants, sous tendue de procédures plus allogènes que jumelles. Entre une compétence « capable » et une compétence « requise » se profile la négation de l'évaluation. A quoi bon évaluer une capacité innée ou une simple réalisation de la tâche ?C'est au cœur de ces tourments que s'inscrit une recherche moins explicative ou déductive que compréhensive. En posant ces paradoxes dans un rapport plus dynamique, ce travail convoque l'Action comme une médiation située entre « évaluation » et « compétences ». Il questionne « l'acte d'évaluer pour les évaluateurs » par l'agencement d'une méthodologie adaptée qui permette à la fois une documentation fine des actes d'évaluer et une compréhension des processus mis en jeu. Le statut des données analysées est porté par un cadre théorique amenant à s'intéresser aux « créativités d'agir » par ses aspects situés, co-distribués, incorporés, enactés dans l'environnement. L'étude dévoile alors « un acte d'enquête sous tensions » : face à une compétence-action se joue une activité à la fois « multitacting » et encombrée de dilemmes. Médiée par un processus de « genèse instrumentale », elle rend compte d'une activité « d'enquête », « d'intime conviction » et de renormalisation. L'évaluateur, entre avocat-procureur et juge-jury devient un « expert en couplages » de situations indéterminées en un « tout unifié ». Les résultats amènent à répondre à deux enjeux. Un enjeu épistémique qui (ré)concilie le couple « évaluation compétence » en une seule modélisation dialogique - un « dilemme » générique où, « entre évaluation et compétence, est l'action ». Un enjeu plus pragmatique amène à ouvrir le débat autour de l'ingénierie aux dispositifs en posant la question de la suppléance à l'acte d'évaluer. En entendant moins le dispositif comme un objet structurant qu'un « ensemble d'éléments hétérogènes » reliant l'homme à son milieu, des pistes de réflexions font jour autour des genèses artefactuelles et des dispositions à la « référentialisation » et à la dé-temporalisation. En conclusion, ce travail de Thèse développe moins un débat conceptuel de l'évaluation et de la compétence, que de les faire fonctionner « en actes », à travers la construction d'un cadre théorique. Il n'en sort pas de posture de dernière instance mais une cohérence avec les cadres de la cognition située. La thèse traite moins un « objet » que des éléments en action, étant en train de se faire. La thèse est dans ce que font les évaluateurs en action : « voilà comment certains évaluateurs s'en sortent. » Il n'y a pas une réponse en définitive ... mais des réponses<br>The thesis begins with a report: a tension is similar of " the evaluation of the skills " which becomes pregnant as much from the point of view of the action as abstract: from the point of view of the action, this work raise a synonymic evaluation of recognition by the value which she wishes to attribute. " The evaluation of the skills " is in tension by the set up devices, bringing more to an evaluation of objects by figures, and checkboxes: it appears the strengthening of tools (reference tables, assessment grids, etc.) and confidential practices (closed plenary jury, monopolies of the certification on certain tests).The couple « competence assessment » is based on an apparent contradiction that confronts, on the one hand, a plural density of each idea and, on the other, a barren emptiness of each notion in their epistemic relationship. Our review states reductionism leading to the fragmentation of dynamics into multiple components, their excessive measures, underpinned procedures more alien than twinned. Between the competence « able to » and competence « required » looms the negation of the evaluation. What is the good of evaluating an innate ability or a simple task performance? It is in the light of this torment that fits in a less explanatory or deductive research than a comprehensive one. By positioning these paradoxes in a more dynamic report, we call the Action as a mediator between « evaluation » and « skills ». We question the « act for the evaluators to assess » on the one side the « observable » and « meaningful » by the arrangement of a composite methodology that allows both a fine documentation of the activity and an understanding of the processes risked. The status of the analyzed data is carried by a theoretical framework to be interested in bringing « creativity to act » by its aspects situated, co-distributed, embedded, enacted in the environment. The study then reveals « an act of inquiry under tension »: faced with a skill action is played out an activity on the one hand « multitasking » and obstructed by dilemmas. Mediated by a process of « instrumental genesis », it reports an activity of « investigation », « intimate conviction » and renormalisation. The assessor, lawyer-prosecutor and judge-jury becomes an « expert in coupling » of an undeterminated situation in a « unified whole ». The results reply to two issues. An epistemic issue (re) reconciles the couple « competence assessment » in a single modeling dialogic - a generic « dilemma » where « between assessment and competence, is the action. » A more pragmatic issue brings our object of study to open the debate around engineering devices posing the question of substitution to the act of evaluating. On hearing less the device as a structuring object a « set of heterogeneous elements » relating man to his environment, trains of thought are emerging around the artefactual genesis and the provisions to the referentialisation and to the un-temporality. In conclusion, this work of Thesis develops less an abstract debate of the evaluation and the skill, that to run them " in acts ", through the construction of a theoretical frame. It does not take out posture of it of last authority but a coherence with the frames of the situated cognition. The thesis treats less an "object" than elements in action, being made. The thesis is in what make the evaluators in action: " here is how certain evaluators take out there. " There is no one answer after all … but some answers
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Pershyna, Yuliya. "Application of remote educational technologies in formation of expert - ecologist competence." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/11820.
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Nkontchou, Tchinkap Jean-Yves. "L'Usage des TICs dans la formation des langues vivantes : cas du centre pilote de formation linguistique bilingue de Yaoundé-Cameroun." Thesis, Cergy-Pontoise, 2019. http://www.theses.fr/2019CERG1006.
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L’usage des technologies de l’information et de la communication (TICs) dans la formation en langue vivante au Cameroun apporte des solutions observables pour l’atteinte des objectifs de communication.Ainsi dans le processus d’enseignement/apprentissage de la langue seconde (anglais pour les francophones et français pour les anglophones), les enseignants du centre pilote de formation linguistique bilingue de Yaoundé (Cameroun) mobilisent des artefacts tels que les supports audio, vidéo et les ressources en ligne pour présenter l’information, adoptant des modalités d’encadrement et de soutien pour réduire la surcharge cognitive liée à l’activité de décryptage. Ces outils techno pédagogiques à potentiel cognitif (Karsenti et al, 2007) jouent le rôle de médiatisation (Peraya, 1999). Dans ce contexte les apprenants doivent mobiliser leur sens (auditif, visuel) et développer des stratégies, pour décrypter, transcrire, transformer l’information en savoir opérationnel qui pourrait leur apporter des habiletés langagières (écrire et parler la seconde langue). Pour comprendre les mécanismes qui faciliteraient l’acquisition des habiletés langagières des apprenants du centre de formation linguistique bilingue, notre travail consiste à analyser l’activité enseignante (didactique et cognitive) et l’activité des apprenants dans l’optique de déceler les processus cognitifs et psychoaffectifs mis en œuvre pour atteindre une compétence de communication dans un contexte d’utilisation d’outils multimédias.Notre méthodologie de recueil des données s’adossent sur l’observation des pratiques de classes et deux questionnaires pour apprenants et enseignants. Ces outils nous ont permis de recueillir des données à la fois qualitatives et quantitatives.Ces travaux nous ont permis de mettre en évidence certaines approches didactiques qui permettent aux apprenants de mobiliser des schèmes actions (processus cognitifs) pour transformer l’information en vue d’acquérir certaines aptitudes langagières (telles que écouter, parler et/ou écrire). De plus nous avons vérifié l’impact des artefacts mobilisés dans le processus d’enseignement/apprentissage.Mots clés : processus enseignement/apprentissage, activité, artefacts, habiletés langagières, analyse cognitive et didactique<br>The use of Information and Communication Technologies (ICTs) in second language training is offered today as a panacea in attaining communication objectives.Therfore, in the second language (English for francophones and French for anglophones) teaching/learning process teachers in the Yaoundé bilingual linguistic pilot training center (in Cameroon) use arteacts such as audio equipements, video and online ressources to present the information ; adopting framework and support modalities in a view to reduce cognitive overloading due to decipling activity. These techno pedagogic tools with cognitive potentials (Karsenti and al, 2007) play and mediatisation role (Peraya, 1999). In such a context learners habe to call for their senses(auditive, visual) and develop strategies in oder to decipler, transcribe, and transform information into operational knowledge that could offert hem language skills (writting, speaking, listening, readind the second language).Our work aims at analysing the teaching (pedagogic or didactic), and learning activities (cognitive) and bring out psychoaffective and cognitive process put in place to achieve a communication competence in a multimedia tolls usage context.Data collection methodology center around the observation of daily classroom practices and two questionnaires for learners and teachers. With such tools quantitative and qualitative data have been collected and treated.We can keep in mind that in the teaching process, teachers put in place inciting style to attaind their curricular objectives. Moreover mobilised artefacts such as the official textbook (essential tool), related audio/video extracts as well as other ressources from the Internet are complementary and facilitate language skills acquisition, namely listening, speaking and/or writting.Nevertheless it has been noted that the use of audio-visual digital extrats learners face some phonological difficulties. It is therefore necessary to recommend that teachers should adapt teaching aids to learners socio-anthropological environment especially in lower classes to reduce cognitive charge.These work has permit us to put in evidence a variety of didactic approach which permitted learners to mobilize the scheme of actions (cognitive process) and transform information, in vision to mastering language skills.Key works : Teaching/learning process, activities, artefacts, language skills, cognitive and didactic analysis
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Юрченко, Артем Олександрович, та Artem Oleksandrovych Yurchenko. "Про уточнення переліку ІК-компетентностей майбутнього вчителя фізики". РВВ РДГУ, 2015. http://repository.sspu.sumy.ua/handle/123456789/974.
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В тезах коротко викладена ідеологія формування ІК-компетентностей як універсальних умінь і навичок майбутніх вчителів фізики. Акцентовано увагу на аналізі планів підготовки вчителів фізики. Описано доцільну розробку спецкурсу, який об’єднував би необхідність використання сучасних технічних і програмних засобів в галузі викладання фізики.<br>In theses summarized ideology formation of ІC-competencies as skills of future physics teachers. Attention is focused on the analysis of training physics teachers. Described development of a special course, which united modern hardware and software in the teaching physics.
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Rosén, Kati. "IKT i förskolan : Diskursanalys av två styrdokument och sex förskollärares berättelser om arbetet med IKT." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27538.
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The aim of the study is to learn more about the way preschool teachers work with Information and Communication Technology(ICT). More specifically, this study aims to explore how preschool teachers describe their experience of ICT, the conditions and opportunities to work with ICT, and their own knowledge and competence in the use of digital tools with preschool children. The research method consists of interviews with preschool teachers and observations at five municipal preschools in Stockholm as well as an analysis of the relevant passages in the Curriculum for the Preschool and the Curriculum of Stockholm city. This study shows that there seems to be great variation in the amount of ICT tools present in preschools. Preschool teachers expect a lot from ICT, and the improvements that it can make on their work. They express that the preschool has to meet the demands of an ever-developing society with respect to information and technology. They also recognize the importance of letting children use ICT tools, which are already familiar in the home environment. In the preschool, ICT is used as a part of the teacher-led activities and in theme work with the child group. Experience-based activities are also created with ICT tools. The rules and norms regulating ICT at the preschools include how the new devices, especially the tablets, should be used in preschool activities and what the mutual approaches at the preschools should be. These discussions are still active in this study and the preschool teachers seem to be looking for a quick fix, a simple manual that can lead them forward in their work with ICT.
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Solodovnik, T. O., N. V. Sereda, and O. Petrusheva. "Forming of communicative competence of future managers." Thesis, Ассоциация открытой дипломатии, Грузия, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48148.
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Грицюк, Мар'яна Іванівна. "The formation of educational-methodical competence in different disciplines teaching in medical schools." Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12387.
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Яковчук, Роман Святославович, and Adriana Kazybrid. "Formation of professional foreign language competence of cadets of State emergency service of Ukraine." Thesis, Іншомовна підготовка працівників правоохоронних орга-нів та фахівців із права [Текст] : матеріали ІV міжвузів. наук.-теорет. конф. (Київ, 14 квіт. 2016 р.) / [ред. кол. : В. В. Чернєй, С. Д. Гусарєв, С. С. Чернявський та ін.]. – Київ : Нац. акад. внутр. справ, 2016. – С. 148-150, 2016. http://hdl.handle.net/123456789/1602.
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Holm, Ludvig. "IKT i förskolan : Förskollärares inställning till IKT." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29251.
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The purpose of this study is to take a closer look into preschool teachers interest of ICT, how often do they use digital tools in their practice and what do they think of implementing ICT into their daily work. I’m also interested to see if a certain culture that either is positive or negative towards the use of ICT develops in preschools. What interest do preschool teachers have for ICT? Do preschool teachers think they have sufficient knowledge about ICT? Is a certain culture created within preschools that either is positive or negative towards the use of ICT? I used a quantitative survey as my method. 64 preschool teachers took part in it, 63 were female and one was male. The age range from 24 to 61 and the average age was 44 years old. The survey contained of 12 questions about their attitude towards the use of ICT in preschools. The data collected from the survey was analyzed and presented as diagrams. Constructivism is my theoretical framework on this study because it’s a good way to analyze the results from the study to see if some preschools have develop a culture that have a certain attitude towards ICT. The results show that majority of preschool teachers have a positive attitude towards the use of ICT but their knowledge about it is quite unimpressive. There is a strong majority that is willing to improve their knowledge. The use of ICT isn’t that widespread and only around 30 % uses ICT at least some time every week. When you look at the results you can see that there is a certain culture that has develop on certain preschools. Mostly the culture has a positive attitude towards ICT but in some cases it’s a negative one and that is problematic.
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Gesevičienė, Vilma. "Development (self-development) of mathematical competence of the IV-th form students by application of information and communication technologies." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130322_115038-06919.
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Dissertation examined the impact of the application of ICT on IV-th grade students mathematical competence development(sef-development).<br>Disertacijoje nagrinėjamas IKT taikymo poveikis IV klasės mokinių matematinės kompetencijos ugdymui(si).
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Zahorulko, M. "The latest view on the formation of strategic, methodological and thematic competence of future translators." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16657.
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Duyckers, Rebecca Louise. "Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2350.
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Globalisation has seen our world become increasingly interconnected through the rapid expansion of digital technologies. Intercultural communication competence is a key aspect of global competence for young people to develop their skills, values and behaviours as global citizens. The rapid expansion of the social web (Web 2.0) enables teachers to create rich authentic learning experiences that foster the development of students’ intercultural communication competence through synchronous and asynchronous web tools. The inclusion of these learning experiences engage students beyond the traditional classroom, enabling them to improve and advance 21st Century skills of collaboration, critical and creative thinking, perseverance, interpretation and problem solving.
Intercultural communication competence encapsulates the ability to interact with people from another culture in appropriate and effective ways, involving not only language skills but also knowledge and a willingness to learn other cultures. Through a social constructivist approach, students’ intercultural interactions with web tools and each other promote the extension of human capabilities.
Current research predominantly focuses on the development of intercultural communication competence with students in tertiary institutions through telecollaboration or computer-mediated collaboration. Developing intercultural competence is a lifelong journey. This research study explored what intercultural communication competences developed in upper primary students in Australia when communicating and collaborating with same-age students internationally and interculturally through authentic learning environments facilitated by Web 2.0 tools. Additionally, the study explored if Web 2.0 tools could be used to facilitate collaborative projects online with students in upper primary from two different countries, with different native languages.
This research study utilised participatory action research methodology through exploratory case studies, combining techniques of case study approach with the use of multiple cases. Cross-case analysis using qualitative methodology was employed. Three case studies were undertaken. Upper primary students from an independent school in Western Australia collaborated with two cohorts of students from a school in Spain as separate case studies (case study one and two), and one cohort of students from a rural school in Thailand (case study three). Qualitative data included open-ended questionnaires and documentation data. Triangulation of the data occurred through teacher questionnaires, email correspondence and the researcher’s journal notes, creating a chain of evidence. The qualitative data set was analysed through progressive focus into emerging themes and codes to illustrate the students in Australia’s perspective. Through data reduction, categories emerged in the three dimensions of intercultural communication competence or the use of Web 2.0 tools to collaborate interculturally.
Results showed that students’ ICC was enhanced in all three dimensions of intercultural adroitness (behaviour), awareness (cognitive) and sensitivity (affective), the relative rank order of importance of these dimensions the same across all three cases. Intercultural behaviours emerged as the most frequent whilst intercultural sensitivity the lowest. Ethnocentric thinking and behaving, the tendency to evaluate, anxiety, persevering through language barriers, expectations and the importance of cultural distinctiveness were barriers exhibited through the intercultural communications. The structural and cultural characteristics of ICT in the schools participating enabled the international, intercultural collaborations to occur. Increase to the consistency, quality and quantity of student responses as well as collaborative skills, requires reflection and improvement.
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Babenko, O. V. "Online service learningapps.org as an effective platform for the formation of students' foreign language communicative competence." Thesis, "Видавництво Людмила", 2021. https://er.knutd.edu.ua/handle/123456789/18984.
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The online education is considered to be the biggest challenge after the pandemic. Learning platforms have been at our disposal, but none of us could imagine their role in the near future. Indeed, we live in the epoch when “web 2.0 tools talk”!
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Muhamad, Suriyani. "Learning and competence building in innovation and knowledge systems : mismatches in supply and demand of information and communication technology (ICT) labour in Malaysia." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629350.
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The aim of this study is to highlight the importance of learning and competence building, specifically in terms of skilled workers. Specifically, it aims to explore the mismatch between supply and demand of information and communication technology (leT) labours, referring to the case in Malaysia. The research therefore answers four important questions. Firstly, it explores and identifies the nature of the skills gap, by looking at skills and competencies for employability. Secondly, this research aims to integrate both supply and demand aspects through the issue of mismatch between supply and demand of leT labour; this is necessary because of the lack of attention to the demand side of the employability concept. Thirdly and fourthly, this research focuses on the role of higher education in relation to the mismatch issue, based on collaboration between universities and industry, industrial training placement as well as the integration of lifelong learning in higher education. A combination of research strategies - questionnaire survey, structured interviews and secondary data - was used to address the key research questions. From the study, it has emerged that there is a mismatch between supply and demand of leT labour, specifically focused on leT graduates in Malaysia. The study has confirmed that the elements of skills and competencies, referred to as transferable skills, are important for employability. In addition, the need for collaboration between universities and industry, industrial training placement as well as the integration of lifelong learning for employability, is confirmed.
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Mandegari, Katia, and Monica Storm. "Gymnasieelevers digitala (o)kompetens inom ordbehandling." Thesis, Högskolan Väst, Avd för informatik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7324.
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Allt fler skolor satsar på digitalisering och köper in egna datorer till eleverna. I samband med detta ställs det krav på eleverna att de skall kunna hantera tekniken och vara digitalt komp-etenta. Digital kompetens ses som en viktig del för elever att besitta och för att fungera i vårt samhällsliv. Detta är dock ingenting som skolan vi studerat främjar då de inte bidrar till en ökad digital kompetens hos eleverna. Det finns forskare som däremot anser att det är i skolan som eleverna bör få sin digitala kompetens. Forskning som genomförts inom digital komp-etens hos elever har visat att det dels finns en variation bland eleverna samtidigt som annan forskning har visat att elevers kompetensnivå anses vara allmänt låg när de ska utföra komp-lexa uppgifter. Syftet med denna studie är att undersöka gymnasieelevers digitala kompetens inom ordbehandling. Studien har utförts på en gymnasieskola där vi har gjort en enkätundersökning. Enkäten delades ut till samtliga klasser och elever i årskurs tre. Dessutom har vi genomfört en fokusgruppsintervju. Resultatet av enkäten visade att eleverna har grundläggande kunskaper och färdigheter inom ordbehandlingsprogram. Resultatet av fokusgruppsintervjun visade att eleverna använder datorn främst till att skriva uppsatser och att eleverna inte har fått någon större utbildning för användning av deras datorer. Den enda datorutbildningen som skolan erbjudit har skett i början av årskurs ett vid skolstart när eleverna fick sina egna datorer.<br>More and more schools are investing in digitization and buy their own computers to students. In this correlation, it required the students to manage the technology and be digitally com-petent. Digital competence is seen as an important part for students to have and to function in our society. However, this is nothing schools we studied promotes as they do not contribute to an increase digital literacy of students. Some researchers, however, believe that it is the school that students should receive their digital skills. Research conducted within the digital compe-tence of students have shown that the coexistence of a variety among the students while other research has shown that students' skill level is considered to be generally low when to perform complex tasks. The purpose of this study is to investigate high school students' digital comp-etence in word processing. The study was performed at a high school where we have had a survey which was distributed to all classes and students in grade three and a focus group interview. The survey results showed that students have basic knowledge and skills in word processing. The results of the focus group interview showed that students use the computer mainly to write essays and that students have not had any major training for the use of their computers. The only computer training school offered occurred at the beginning of first grade when they start school when students got their own computers.
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Enakeyarhe, Omafume Matthew. "Using practical inquiry to support Self-directed Learning : A case study on ICT competence development program for elementary school teachers in a Swedish Municipality." Thesis, Mittuniversitetet, Avdelningen för data- och systemvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29116.
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Information and communication technology has for long been integrated into learning and teachers utilize all forms of digital technology for communication as well as to simplify learning. To adapt, teachers need to personally or through informal learning process, learn about new technologies and how to utilize them to improve learning. To personally educate themselves, the teachers need to dedicate time and resources to identify ICT competence areas where is needed and sort for resources to solve it. This thesis investigates the process of self-directed learning with a group of teachers in a planned competence development program within a local municipality’s educational department, on the use of digital technology to integrate into classrooms. With action research that integrates instructional learning from the organizations perspective and inquiry learning from teacher’s perspective, self-directed learning process was tested as a simple and structured process for self/collaborative learning, for participants. The result was a series of events that summarized why teachers could not follow the learning process, with a conclusion that in order for teachers to be self-directed in learning new ICT, the organizational need to allocate time not only for instructional learning, but also for inquiry learning.
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Nilsson, Anton. "Attitudes towards, expectations of, and competence regarding ICT and digital learning tools : A quantitative study among Swedish EFL teachers in secondary/upper secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75337.
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The aim of this paper is to highlight and analyze the attitude towards and expectations of ICT and digital tools amongst Swedish EFL teachers in secondary/upper secondary school. In addition, this paper also contains results and analysis of how teachers most commonly acquire new digital learning tools, as well as what they consider to be most important when incorporating ICT in the classroom. Another contributing factor behind conducting this study is the upcoming changes to the current curriculum, as the Swedish Government (Regeringskansliet) decided that changes shall be made in order to ensure and enhance the digital competence amongst Swedish students (Regeringskansliet 2017). The results and analysis are based on a questionnaire sent out through Facebook and Google Forms, targeting two different groups with the purpose of serving as networks for teachers of English within the Swedish educational system. Combining their answers as well as comparing to previous research, this study identifies, and argues for, two key aspects responsible for improving the ICT competence amongst Swedish EFL teachers in secondary/upper secondary school; high quality digital learning tools and the ability to identify your ICT skill and pick digital tools accordingly. Moreover, this study reinforces the claim made in previous studies that the attitudes towards ICT and digital learning tools amongst Swedish EFL teachers are overwhelmingly positive. However, the study also shows a lack of quality concerning in-service teacher training, resulting in a majority of teachers learning ICT and digital learning tools on their own. Finally, answers show a juxtaposition regarding what teachers actually wish for in order to facilitate the work with ICT and digital learning tools.
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Nilsson, Strand Love, and Gunnar Norström. "Skapandet av Digital kompetens : En studie i hur digital kompetens utvecklas inom offentlig verksamhet." Thesis, Uppsala universitet, Informationssystem, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324889.
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The purpose of this study is to examine the digital competence a the part of the workforce who didn’t get any education in the subject, we have also examined how they have compensated for this lack of education. We have done this by using semi-structured interviews with five individuals working in the public sector who use IT-systems in their daily work but who aren’t IT-specialists. Through the study we found that all of the people we interviewed were digitally competent and throughout their careers they have relied heavily on their social network at the workplace to gain and develop their digital competence.<br>Syftet med denna studie är att undersöka den digitala kompetensen hos den del av arbetskraften som inte fick någon utbildning i ämnet, vi har också granskat hur de har kompenserat för denna brist på utbildning. Vi har gjort detta genom att använda semistrukturerade intervjuer av fem personer som arbetar inom den offentliga verksamhet, vilka använder IT-system i sitt dagliga arbete men som inte är IT-specialister. Genom studien hittade vi att alla intervjupersonerna var digitalt kompetenta och genom sin karriär så litade de mycket på sitt sociala nätverk för att skapa och utveckla sin digitala kompetens.
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Shevchenko, V. V., and A. S. Shevchenko. "To the question of formation of engineering educational standards taking into account competence and the Bologna model." Thesis, Донецький національний технічний університет, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40903.
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Ukraine is reforming the system of higher engineering education to improve its quality and eliminate the shortage of engineering personnel. New curricula should be formed taking into account the Bologna model and competencies. The basis of the new education standards is to put the existing training modules of the Ukrainian and foreign universities of the countries participating in the Bologna process.<br>Украина проводит реформу системы высшего инженерного образования для повышения его качества и ликвидации дефицита инженерных кадров. Новые учебные программы должны быть сформированы с учетом Болонской модели и компетентностей. В основу новых стандартов образования необходимо положить существующие учебные модули украинских и зарубежных ВУЗов стран-участниц Болонского процесса.
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Sahindal, Engin. "Matematiklärares kompetensutvecklingsbehov inom IKT : En kvalitativ intervjustudie med lärare i åk 4–6." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80558.
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Digitization has found its way into the classroom for a long time now and there are lots of tools today that may help teachers make their classes more efficient and improve students learning and motivation skills. This essay examines how nine middle school mathematics teachers use ICT in their teaching. The study includes questions on how they feel about meeting the requirements set in the National Agency for Education's curriculum on how digital tools should be used in teaching, and how they believe that the skills development in this area is met. The result shows that several of the teachers surveyed used digital tools to a small or no extent at all. Often this was due to lack of resources, in many cases there was already competence in ICT but no computers or iPads to use. The collegiate learning was described as a great asset and all respondents showed a great curiosity and positivism in introducing and expanding the digital presence in the classroom and in teaching<br>Digitaliseringen har sedan en längre tid hittat in i klassrummen och många är de verktyg som idag kan underlätta lärarnas undervisning och förbättra elevers inlärning och motivation kring densamma. Uppsatsen undersöker hur nio lärare i matematik på mellanstadiet använder IKT i sin undervisning, hur de anser att de kompetensmässigt uppfyller de krav som ställs i Skolverkets läroplan på hur digitala verktyg ska användas i undervisningen, samt hur de anser att kompetensutvecklingen inom detta område tillgodoses. Resultatet visar att flera av de tillfrågade lärarna använde digitala verktyg i liten eller ingen utsträckning alls. Ofta berodde detta på brist på resurser, i flera fall fanns redan kompetensen inom IKT men inga datorer eller iPads att lära ut på. Det kollegiala lärandet beskrevs som en stor tillgång och samtliga respondenter visade en stor nyfikenhet och positivism till att introducera och utöka den digitala närvaron i klassrummet och i undervisningen.
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Pernmo, Stefan, and Kalle Björklund. "Lärarna och IKT." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36556.
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Stefan Pernmo och Kalle Björklund (2005) Lärarna och IKT. The teachers and ICT. Skolutveckling och ledarskap. Lärarutbildningen Malmö Högskola. Syftet med denna undersökning är att försöka förstå ifall lärarna ser några problem med IKT, samt om man känner obehag eller förtrogenhet med IKT. Vi vill även undersöka om lärarna anser att de får en kontinuerlig fortbildning inom den moderna teknologin.För att nå syftet har vi använt en kvalitativ metod med totalt elva intervjuer. Den litteratur som presenteras belyser tidigare undersökningar kring lärarens roll och de samband som finns mellan IKT och pedagogiska mål.Resultatet av vår undersökning visar att ett viktigt hjälpmedel för läraren är att aktivt deltaga i elevernas kunskapsinsamling. Undersökningen visar också att det är viktigt med baskunskaper inom IKT, samt att mycket av lärarnas vidareutbildning sker efter eget behov.Slutsatsen av vår undersökning visar att lärarna har en god baskunskap om IKT samt att de kontinuerligt ser nya behov att kompetensutveckla sig. Förslag på vidare forskning skulle vara hur man bäst går tillväga för att erhålla tillförlitligt material när man söker på Internet.<br>Stefan Pernmo och Kalle Björklund (2005) Lärarna och IKT. The teachers and ICT.School Improvement and Leadership. The Training of Teachers at Malmö University.The purpose of this study is to try to elucidate if the teachers are experiencing any problems with ICT, and if they feel familiar or ill at ease with ICT. We also want to find out if the teachers consider that they continuously are offered further education within modern technology. In order to attain our object we have used a qualitative method and eleven interviews in all. The literature that is presented sheds light upon earlier research about the teacher’s role and the connections between ICT and pedagogical goals. The result of our study shows that an important teaching aid is to take an active part in the students’ acquisition of knowledge. The study also shows that basic skills are important in ICT, and that a great deal of the teachers’ further training is obtained according to their own needs. The conclusion of our study is that the teachers have good basic knowledge about ICT and that they continuously see new demands for competence development. A suggestion for further research would be how to proceed in order to successfully obtain reliable material when browsing on the Internet.
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Česonytė, Jurgita. "Pedagogų IKT kompetencija ir jos raiška profesinėje veikloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120530_161738-60041.
Full textAbstract:
Tyrimo problema: Lietuvoje nepakankamai ištirta kokių žinių ir gebėjimų pedagogai turi turėti siekiant taikyti IKT ugdymo procese: parengiant savarankiškai besimokantį ugdytinį, gebantį tirti atvirus švietimo išteklius, vertinti jų patikimumą, taikyti IKT formalaus ugdymo procese. IKT kompetencija pedagogo profesinėje veikloje nėra apibrėžta, o pedagogo profesijos kompetencijos apraše pateiktas IKT kompetencijų apibrėžimas neatitinka šiuolaikinių IKT kompetencijų tarptautinių aprašų bei pedagogo veiklai keliamų reikalavimų švietimo reformos kontekste.
Tyrimo objektas – pedagogų IKT kompetencija.
Tyrimo tikslas – nustatyti pedagogų IKT kompetencijos sandarą ir jos raišką profesinėje veikloje.
Tyrimo uždaviniai:
1. Aptarti pedagogo profesines kompetencijas Mokytojo profesijos kompetencijos aprašo kontekste.
2. Apibrėžti pedagogo IKT kompetenciją.
3. Apžvelgti Lietuvoje atliktus IKT kompetencijos raiškos tyrimus pedagogo profesinėje veikloje.
4. Ištirti pedagogų IKT kompetencijos raišką profesinėje veikloje.
Tyrimo metodai: mokslinės literatūros analizė, duomenų analizei naudota aprašomoji statistinė analizė (naudojant SPSS Statistics 19 programą). Duomenų rinkimui naudota internetinė apklausa ir struktūruotas interviu.
Pagrindinės išvados:
1. Kompetencijos sąvokos vienaskaitos ir daugiskaitos formos panaudojimas „Mokytojo profesijos kompetencijos apraše“ (2007) yra painus ir nelogiškas – mokytojų profesinę kompetenciją sudaro aštuonios kompetencijos.
2. Pedagogo IKT... [toliau žr. visą tekstą]<br>Research issue: In Lithuania has not been sufficiently explored yet, which specific knowledge and skills the teacher should have in order to use ICT tools in the educational process under certain conditions: developing self-learners among children who are able to explore open educational resources, to value their validation, to apply and to use ICT in formal educational process. ICT application competencies are not described and ICT competence definition in teacher's professional competence schedule does not meet the definition of modern ICT competencies in the international schedule and the requirements of teachers' activities in context of education reform.
Research subject – teachers' ICT competence.
Research aim – to determine the contents of teacher ICT competence and it's identification in teacher professional activities.
Research goals:
1. To discuss teacher ICT competencies in the context of teacher professional competence schedule in Lithuania.
2. To define teacher ICT competence.
3. To review ICT competence identification researches in teachers’ professional activities in Lithuania.
4. To explore teachers' ICT competence identification.
Research methods – analysis of scientific literature, data analysis was performed using descriptive statistical analysis (using SPSS Statistics 19 program). Data collected using an online survey and structured interviews.
The main conclusions:
1. The use of the singular and plural forms of ‘Competence’ term in “Teachers... [to full text]
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Hao, Lei. "Information and Communication Technology (ICT) and ethnic identity formation in China : the Sibe people and the concept and practice of Minzu." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/23326/.
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The Sibe people in Northeast and Northwest China lived largely apart for over 250 years until information and communication technology (ICT) renewed regular contact. This thesis hypothesizes that the changes in Sibe interaction resulting from ICT use are redefining their ethnic identity – or minzu in Chinese. To investigate this hypothesis, data was gathered using a combination of interviews and ethnography of Sibe use of social media across platforms from Sina Weibo to QQ and WeChat. The findings contribute to research on both the concept and practice of minzu today and the role of ICT in the production of identity. They challenge essentialist explanations of the relation between ethnic minorities and the internet found in both cyber-utopian and cyber-realist literatures. First, they demonstrate that ethnicity – or minzu in Chinese – is a social construction and dynamic concept. Second, they show that ICT participates in identity construction in an interaction between users’ social and cultural needs and the characteristics of ICT itself. To support this understanding and show how different players shape ethnic identity in their use of ICT, the core chapters: trace the genealogy of minzu as a concept in relation to Sibe identity; analyze the representation of the Westward Migration of Sibe to Northwest China in official museums and unofficially online; and examine debates about how to transliterate Sibe language on the internet.
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Fjellbakk, Terese, and Patrik Johansson. "Åtta förskollärares upplevelser av IKT i förskolan : En studie om vilka möjligheter och hinder åtta förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32081.
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Syftet var att undersöka vilka hinder och möjligheter förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. Vi utgick från Vygotskijs sociokulturella perspektiv med tyngdpunkt på samspel och redskap. Åtta utbildade förskollärare har deltagit i semistrukturerade intervjuer. Resultatet visar att det finns många möjligheter att stödja barns utveckling och lärande med IKT i förskolan, t.ex. använder förskollärare IKT för att stärka barns samspel, självförtroende, språk och matematik. Resultatet visar också att de flesta förskollärare i studien anser att användandet av IKT på förskolan behöver begränsas. En slutsats är att förskollärare behöver kompetensutbildning inom IKT för att främja barnens lärande och utveckling på bästa sätt.
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Silva, Rodrigo Couto Corrêa da. "Percepção dos discentes de uma escola pública estadual a respeito da abordagem e a utilização de TICs no ensino." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/159533.
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Esta pesquisa tem cunho qualitativo, tendo utilizado a metodologia fenomenológica de estudo de caso e para a análise dos dados o método descritivo. Foi avaliada como as TICs são abordadas e utilizadas no ensino tendo as percepções dos discentes como foco principal. A amostra envolveu 26 alunos de uma escola estadual de ensino público da cidade de Santa Maria/RS. Foram realizadas oficinas para os alunos com ferramentas web de pesquisa (e conceitos sobre o funcionamento dos mesmos), exposto questões sobre direitos autorais na Internet, edição de textos e de apresentação online, editor de animações online, edição de vídeos e edição de áudios. A cada oficina, os alunos realizaram atividades com o software em cada caso. Ao final das intervenções, foram coletados os dados para a presente pesquisa. Após a análise dos dados se identificou que, embora as tecnologias da informação e comunicação estejam massificadas na sociedade, seu uso no âmbito escolar ainda é aquém da expectativa dos alunos. Ao término do pesquisa, foram identificados que embora os alunos estejam habituados ao uso de Internet e demais tecnologias, a associação destas a processos de aprendizados e professores encontram dificuldades para trabalharem de maneira sistemática com o uso de tecnologias.<br>This research has a qualitative character, having used the phenomenological methodology of case study and for the data analysis the descriptive method. It was evaluated how the ICTs are approached and used in the teaching with the perceptions of the students as the main focus. The sample involved 26 students from a state school of public education in the city of Santa Maria / RS. Workshops were held for students with web research tools (and concepts on how they work), exposed copyright issues on the Internet, text editing and online presentation, online animation editor, video editing and audio editing. At each workshop, students carried out content-building activities with the software in each case. At the end of the interventions, data were collected for the present study. After analyzing the data, it was identified that, although information and communication technologies are widespread in society, their use in the school environment still falls short of students expectations. At the end of the research, it was identified that although students are accustomed to the use of the Internet and other technologies, their association with learning processes and teachers find it difficult to work in a systematic way with the use of technologies.
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Юрченко, Артем Олександрович, та Artem Oleksandrovych Yurchenko. "Про особливості створення інтерактивних додатків з використанням flash". ВВП «Мрія», 2013. http://repository.sspu.sumy.ua/handle/123456789/988.
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У тезах вказується на необхідність створення універсальних мультимедійних динамічних об’єктів, які можуть використовуватися як інтерактивний додаток у вигляді віртуальних робіт різних дисциплін природничого циклу у презентаціях, наприклад, фізичних процесів та явищ, комп’ютерному моделюванні та анімації або у вигляді перевірки знань за допомогою тематичних тестів.<br>The thesis points to the necessity of creating a universal multimedia dynamic objects that can be used as an interactive application in the form of the virtual work of the various disciplines of natural Sciences in presentations, for example, physical processes and phenomena, computer simulation and animation or in the form of checking the knowledge with thematic tests.
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Юрченко, Артем Олександрович, та Artem Oleksandrovych Yurchenko. "Моделювання фізичних основ функціонування інформаційних систем як метод формування ІКТ-компетентності майбутніх вчителів фізики". НПУ імені М. П. Драгоманова, 2014. http://repository.sspu.sumy.ua/handle/123456789/996.
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У тезах обґрунтовано необхідність і доцільність моделювання фізичних процесів як сучасного методу формування ІКТ-компетентностей майбутнього вчителя фізики.<br>In the thesis the necessity and the feasibility of modeling physical processes as a modern method of formation of ICT-competence of future teacher of physics.
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Alphonce, Maria. "Workplace Learning Across Boundaries : An interview study on professional development and identity formation in intercultural work contexts." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131932.
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In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers. The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to.
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Al, Sahyouni Bou Fadel Reine. "TIC et apprentissage de l'interculturalité." Thesis, Bordeaux 3, 2014. http://www.theses.fr/2014BOR30020/document.
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Cette thèse de doctorat a pour finalité de conduire une réflexion informée expérimentalement sur le rôle, voire sur la fonction des TIC dans le processus d’acquisition de L.E et sur l’apprentissage de l’interculturalité et l’ouverture à l’autre. Elle vise également à évaluer le potentiel acquisitionnel des élèves en matière de connaissances, de compétences, de communication et d’ouverture à d’autres cultures. La problématique soutenue par cette recherche est également en rapport avec le rôle que jouent les TIC dans le processus d’apprentissage en milieu scolaire primaire : Dans quelle mesure ces nouvelles technologies participent au développement des compétences des jeunes en matière de langue française et d'interculturalité ? Les TIC permettent de faire des simulations de divers phénomènes (physiques, historiques…), elles offrent aux élèves des moyens très diversifiés de se rendre compte des compétences et des connaissances qu’ils peuvent développer tout en réveillant leur curiosité ainsi que leur motivation. Le terrain de recherche est basé sur deux expérience concrètes de formation à la langue et à la culture française par la mise en réseau d'établissement scolaire dans différents pays francophones utilisant chacune les TIC. La méthode du travail repose sur l'observation des pratiques des élèves et leur évolution dans la connaissance de l'autre d'où l'interculturalité, une analyse de contenu de site web, des enquêtes par entretiens semi-directifs ainsi que par questionnaire auprès des élèves et des enseignants<br>This thesis has aimed at conducting experimentally informed reflection on the role or the function of ICT in the process of acquisition of LE and learning of multiculturalism and openness to the other. It also aims to evaluate the potential of students’ acquisitionnel in knowledge, skills, communication and openness to other cultures. The research supported by this problem is also related to the role of ICT in the learning process in primary school: To what extent these new technologies involved in developing young people's skills in the field of French language and intercultural? ICT allow for simulations of various phenomena (physical, historical ...), they provide students with very diverse ways to realize the skills and knowledge they can develop while awakening their curiosity and motivation. Field research is based on two concrete learning experience language and French culture through networking school in various Francophone countries each using ICT. The method of work based on the observation of the practices of students and their evolution in the knowledge of the other where interculturalism , an analysis of web site content , surveys by semi -structured interviews and questionnaire with students and teachers
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Schliemann, Marvin. "Implications of Logic Multiplicity During Early Phases of Competence Center Formation : A Case Study of 3D Printing in Life Sciences." Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412959.
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Great challenges often require the combined strength of various actors. Especially in areas that are shaped by fast technological development such as the application of additive manufacturing (AM) in life sciences, the interplay of different fields of expertise, including experts from industry, academia and government, is needed. While the collaboration of diverse actors can constitute a vast potential for innovations, it also entails a major challenge to negotiate among diverse individual interest, backgrounds, beliefs, and value systems. One field of research that can help to understand the consequences of such differences in the interests and beliefs in organizational settings is the institutional logics perspective. Institutional logics account for broader institutional value systems that guide actors’ cognition and actions. When organizations embody multiple logics, scholars speak of logic multiplicity. However, the consequences for organizational functioning that arise from logic multiplicity are still discussed among scholars, ranging from an enhanced innovativeness, to an increased conflict potential and organizational dismiss. In order to better understand logic interaction and its implications for organizational functioning, an embedded-case study was conducted. The embedded-case study focused on AddLife at Uppsala University, a competence center in its early phases of formation which is concerned with the advancement of applications of AM in life sciences. Based on semi-structured interviews and documentational data, three different logics were captured for three main stakeholder groups in AddLife. Further, the interaction of these logics during the early phases of competence center formation was analyzed, corroborating the role of logic compatibility (whether logics imply consistent goals). This study’s findings suggest that common goals have been found in AddLife, but some differences regarding the different logics’ implied goals remain, stressing the role of active mediation. Further, the study suggests that building strong intra-organizational ties is pivotal during the early phases of competence center formation, proposing a framework that encompasses three main approaches to build such ties. The first approach is to create a sense of community, including to reinforce synergies, to ensure engagement, and to connect projects. The second approach is to establish an open communication flow which comprises to clarify roles, to encourage asking questions, and to match expectations. Finally, the third approach is to organize personal meetings in order to establish relationships in the first place and to enable discussions.
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Khvorostina, Yurii Viacheslavovych, Юрій В'ячеславович Хворостіна, Olena Volodymyrivna Semenikhina, Олена Володимирівна Семеніхіна, Артем Олександрович Юрченко та Artem Oleksandrovych Yurchenko. "Сучасні наукові дослідження: кількісний аналіз та інфографіка". ВВП «Мрія», 2013. http://repository.sspu.sumy.ua/handle/123456789/987.
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У тезах констатується факт про збільшення кількості наукових матеріалів у різних галузях за 2010-2013 роки. Це говорить про розбудову наукової думки в Україні.<br>The thesis States a fact about the increase in the number of scientific materials in various industries for 2010-2013. It tells about the development of scientific thought in Ukraine.
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Chang, L. Y. "A longitudinal study on the formation of Chinese students' translation competence : with a particular focus on metacognitive reflection and web searching." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10046776/.
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The present study aims to explore the formation of ten Chinese students' translation competence (TC) focusing on web searching skills as instrumental competence and their metacognitive reflection during a one-year postgraduate translation course in the UK. This study adopts a multi-method approach, including thinking-aloud (TA), screen recording and a cue-based retrospective interview. The TA and screen-recording methods were used to record the students' concurrent verbalisations of thoughts and their on-screen behaviours while they were translating three tourism texts from English into Chinese on three separate tasks. Shortly after each task, cue-based retrospective interviews were carried out to prompt the students to reflect on their metacognitive translation behaviours by reviewing their verbalisations and on-screen behaviours. The key findings of the present study are as follows. Firstly, the combination of the students' TA, screen-recording and reflection data shows that their misjudgements of translation problems as perceived during problem solving were a contributing factor of unsuccessful solutions. The students' reflection data also indicates that they were unaware of their misjudgements of actual problems. Secondly, my data suggests that the students gradually moved away from dictionary-based (web) resources and learned to cross-check and adopt more diversified web resources such as online images and online maps to solve their translation problems. Meanwhile, it was also found that the students spent more time looking for background knowledge on the web rather than focusing on finding simplistic target-text (TT) equivalents. Thirdly, based on the students' metacognitive reflection, it was found that their increasing utilisation of web searching was gradually developed. The students' understanding and awareness of the importance of web resources also enhanced their self-concept as translators, which lays the solid foundation for confidence building in becoming a professional translator. Finally, this study demonstrates potential pedagogical value of using translation process research methods as a set of metacognitive reflection tools to hone students' web searching skills. This finding significantly goes beyond cognitive behaviours in aiding TC development of metacognitive behaviours.
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BERTHOLET, CHRISTIANE. "Du jugement a la construction de la competence ethique en soins infirmiers. Role de la formation initiale et de l'experience professionnelle." Nantes, 2000. http://www.theses.fr/2000NANT3025.
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L'evolution de l'identite infirmiere, son autonomie croissante, conduit l'infirmier a prendre ses responsabilites dans le domaine des soins et l'amene a developper une reflexion ethique sur les decisions concernant ses interventions relevant du role propre. Face a l'accroissement de leurs responsabilites en matiere de soins de sante, la formation initiale ne parait pas suffisamment preparer les professionnels a agir et a prendre des decisions ethiques complexes. Cette recherche tente de comprendre comment la competence ethique se construit tout au long de la vie professionnelle, lors des formations en alternance et au cours de la praxis, par la mise en relief de variables signifiantes qui influenceraient son developpement. La methodologie repose sur l'analyse des reponses a un questionnaire soumis a un echantillon representatif d'etudiants et professionnels infirmiers. Les resultats indiquent que la resolution d'un dilemme ethique est directement liee au niveau de competence et se differencie, en fonction du stade professionnel, par un decentrement progressif de soi vers l'autre et par un souci ethique permettant une meilleure apprehension du contexte et de la complexite de la situation clinique. La formation initiale ne semble avoir aucune incidence sur le developpement moral et sur l'autonomie des etudiants, mais modelise des professionnels qui parviennent difficilement a prendre des decisions ethiques. Le manque de sensibilite morale rend peu probable l'identification des problemes ethiques dans la pratique de soins. L'intensite du souci de l'autre et la qualite de la relation instauree apparaissent decisives dans le developpement de cette competence quant a l'attention particuliere portee a la dignite du sujet et au respect de ses droits.
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Othman, Sophie. "Intégration des technologies [TIC] dans la formation des enseignants égyptiens de langues étrangères : Quelles compétences et quelle formation?" Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030147.
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Cette étude relève du domaine de la didactique du français langue étrangère [FLE] et de l’usage des TIC. Elle s’intéresse à la formation des enseignants aux TIC et cherche principalement à trouver des pistes adéquates pour l’intégration des TIC dans la formation des enseignants dans un contexte précis, le contexte égyptien. Sous un angle interdisciplinaire, nous tenterons de proposer une formation permettant aux enseignants égyptiens d’acquérir de nouvelles compétences à la fois pédagogiques, linguistiques et technologiques, appuyées sur la réflexivité<br>This study lies within the field of teaching French as a Foreign Language [FLE] and the use of ICT. It focuses on the training of teachers by ICT and seeks primarily to find ways appropriate for the integration of ICT in teacher training in a specific context, the Egyptian context. From an interdisciplinary angle, we shall attempt to propose training which would enable Egyptian teachers to acquire new skills wich are, at the same time, pedagogical, linguistic and technological, supported on reflexivity
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Persson, Mikael. "Digital kompetens och Gy 2011 : -En kritisk diskursanalys." Thesis, Linköpings universitet, Avdelningen för pedagogik och didaktik i utbildning och skola (PeDiUS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-73493.
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Genom en kritisk diskursanalys söker jag svaret på vilka diskurser som finns i mitt urval av dokument. Med sociokulturellt perspektiv som teoretisk grund väljer jag att titta på kunskap och lärande. Utgångspunkt för analysen är Europarådets rekommendationer inom programmet Utbildning 2010, där ett underlag gavs i form av åtta nyckelkompetenser för livslångt lärande (EU 2006a). Jag tittar på digital kompetens, som är en av nyckelkompetenserna som varje europeisk medborgare ska utveckla. Jag analyserar också dokument som finns med i processen för den reformerade svenska gymnasieskolan Gy 2011. Jag undersöker här vilka diskurser som kan läsas i skrivningen i dessa texter. Hur diskurserna är konstituerade kommer att få en påverkan på IKT-utbildningen inom reformen GY 2011. Efter att ha genomfört en kritisk diskursanalys kan jag se att reformen för GY 2011 bygger på dokument där framträdande diskurser konstitueras. En kvalitetsdiskurs och en specialiseringsdiskurs är utgångspunkten i ämnesplaner och utbildningsdokument som definierar Gy 2011. Det är möjligt att se den självständighet som Skolverket och Regeringen visar, då de europeiska dokumenten, med nyckelkompetenser för livslångt lärande inte påverkar nationella texterna i en större utsträckning. Den säkerhetsdiskurs som jag identifierar i dokumentet för digital kompetens är inte lika framträdande i nationella skrivningar. Samtidigt visar den kritiska diskursanalysen, relationellt, att Skolverket besitter en självständighet gentemot Regeringen och en europeisk utbildningspolitik. Skolverket tolkar syftet med nyckelkompetensernas innehåll, som ”varje medborgares möjlighet till ett gott liv med möjligheter till självförsörjning”. I reformen för GY 2011 visar Skolverket att man i sina dokument använder skrivningar som ligger längre från diskurserna i nyckelkompetensen digital kompetens.<br>By a critical discourse analysis, I seek the answer to the discourses that are in my selection of documents. With the socio-cultural perspective as a theoretical basis I choose to look at knowledge and learning. Starting point for the analysis is the Council of Europe recommendations in Education and Training 2010, stated in the form of eight key competences for lifelong learning (EU 2006a). I look at digital literacy, which is one of key competences that every European citizen must develop. I also analyze papers contained in the process of the reformed Swedish upper secondary school Gy 2011th I examine here the discourses that can be read into the wording of these texts. how discourses are constituted will have an impact on the ICT education in reform GY 2011th After carrying out a critical discourse analysis, I can see that the reform of GY 2011 is based documents in which the dominant discourses constituted. A quality of discourse and a specialized discourse is the starting point in the subject plans and training documents defines Gy 2011th It is possible to ensure the independence of the National Agency and The government shows, when the European documents, with the key competences for lifelong learning does not affect national texts in a larger extent. The security discourse which I identify in the document for digital literacy is not as prominent in national projections. At the same time the critical discourse analysis, relational, that The Agency possesses an independence from government and a European education policy. The Agency interprets the purpose of the key skills to their content, which "Every citizen the opportunity to live a good life with opportunities for self-sufficiency." IN reform for GY 2011 shows the National Agency that in their documents using wordings located further from the discourses of key digital literacy skills.
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Юрченко, Артем Олександрович, та Artem Oleksandrovych Yurchenko. "Розробка і використання інтерактивних додатків у контексті формування ІК-компетентності майбутніх вчителів фізики". ВВП «Мрія», 2014. http://repository.sspu.sumy.ua/handle/123456789/973.
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У статті зазначено про важливість властивості бути інтерактивним по відношенню до сучасного електронного засобу навчання. Розглянуто авторський навчальний ресурс для майбутніх вчителів фізики та астрономії «Інтерактивні схеми сонячного і місячного затемнень», який має властивість інтерактивності. Коротко описано структуру та вміст інтерактивного додатку.<br>The article states the importance of the properties to be interactive with respect to the e-learning. Reviewed the author's educational resource for future teachers of physics and astronomy "Interactive scheme of solar and lunar eclipses," which has the property of interactivity. Described of the structure and content of an interactive application.
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Sifferlen, Richard. "Etre formateur, des exigences nouvelles pour un métier nouveau ?" Lyon 2, 1996. http://www.theses.fr/1996LYO20009.
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Exercer le métier de formateur impose, aujourd'hui, de maîtriser tout un ensemble de connaissances ou d'attitudes dont les composantes peuvent être classées selon deux registres bien distincts. Le premier, se situant au plan des savoir-faire, se réfère à la compétence didactique stricto sensu. A ce titre, il regroupe divers acquis ou pré-requis indispensables à l'acte éducatif ou formatif. Il s'agit alors de maîtriser les paramètres influant sur la situation de formation et les méthodes, voire les techniques d'enseignement appropriées, de connaitre le milieu économico-politique et la population à former, de percevoir et d'intérioriser la nécessité de l'exemplarité comportementale et celle de l'aptitude à l'autocritique. Le second, quant à lui, repose sur tout un ensemble de fondements subjectifs mais non moins capitaux, intégrés dans le cadre de l'aptitude psychologique. On se situe désormais dans le registre des savoir-être qui se traduisent de manière plus ou moins objective sous la forme de comportements observables. Dans cette perspective, il convient de considérer des notions ou des concepts differenciés comme la vocation, le désintéressement, la détermination ou l'opiniatreté, l'ouverture d'esprit, la gestion de son autorité, l'intégration sociale, la conviction de l'éducabilité et, surtout, la qualité relationnelle. Ceux-là doivent constamment et durablement imprégner chacune des attitudes du formateur. Ce dernier correspond, dans cette optique, à une "compilation" plus ou moins bien équilibrée, de connaissances théoriques ou pratiques, de compétences, d'aptitudes et de capacités qui représenteront les fondements même de son action éducative. De l'harmonie de cette répartition dépendront ultèrieurement son efficacité formative et son investissement dans le processus éducatif<br>Nowadays, in order to practice the teaching profession in a vocational training or continuing education context, it is imperative to master the required knowledge and standpoints of the profession which can be classified into two distinctive groups. The first concerns know how, mainly the didactic skills in their strictest sense, regrouping essential experience and acquired knowledge vital to enable the implementation of the teaching process. This means, to be in full control of the influencing factors and the capacity to apply the appropriate methods and techniques in each teaching situation. Moreover it is vital to be capable of discerning the economical-political and social environment that the group to be taught belongs to, and to show the correct behaviour pattern and self criticism to adopt. The second group is of no lesser importance, it reposes upon a collection of foundations that are of a subjective character concerning the psychological aptitude of the teacher. This is the skills domaine, comprising of the more or less objective manner in which behaviour observation is interpreted. In this context, it is a matter of taking into consideration notions or concepts such as the profession, impartiality, determination or stubborness, open-mindedness, the control of one's authority, social integration, the conviction of learning capabilities, and crucially to be at ease in public relations. All of these qualities should be constantly present in every one of the teacher's attitudes. The last element relates to a more or less well balanced composition of the theoretical and practical knowledge, competence, aptitudes and capacities representing his or her way of teaching. The harmony of this composition will determine the efficiency and personal investment of the teacher in this profession
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Lipeikienė, Joana. "Informacinių ir komunikacinių technologijų kompetencijos ugdymas rengiant matematikos mokytojus." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20100129_133456-61762.
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Informacinių ir komunikacinių technologijų (IKT) įtakota ugdymo technologijų raida pakeitė visų sričių, tarp jų ir matematikos ugdymo turinį. Konstruktyvistinę mokymosi paradigmą, pagrindinius šiuolaikinius didaktinius matematikos mokymo principus – suprantamumą, sąmoningą ir aktyvų žinių perėmimą, vaizdumą, mokymo diferencijavimą, individualizavimą ir kt. – gali įgyvendinti tik atitinkamos kompetencijos matematikos mokytojai. Šalies pedagogų kompiuterinio raštingumo standarto, numatančio mokytojų gebėjimus naudoti IKT ugdymo procese, vienas iš reikalavimų yra „Žinoti pagrindinių ugdymui naudojamų kompiuterinių programų tipus, gebėti analizuoti jų privalumus ir trūkumus. Mokėti pritaikyti svarbiausias bendrosios paskirties ir mokomąsias kompiuterines programas ugdymo procese“. Šio bendro reikalavimo taikymas matematikos mokymui – tai ne tik sudėtingų matematikai taikytinų technologijų žinojimo ir įvaldymo, bet ir gebėjimų tinkamai taikyti jas matematikos mokyme reikalavimas.
Informacinių technologijų (IT) ištakos yra pirmosiose skaičiavimo mašinose, kurios buvo kurtos spręsti taikomuosius matematikos uždavinius. Ir asmeninių kompiuterių (AK) pirmoji paskirtis buvo matematinių uždavinių sprendimas. Todėl matematikai skirtų šiuolaikinių technologijų yra žymiai daugiau, negu taikytinų kituose moksluose. Dar daugiau, yra programų sistemų, kuriose, atrodo, realizuota visa matematika: jos ne tik skaičiuoja, pertvarko, prastina, vaizduoja, bet ir sprendžia specifinius bene visų... [toliau žr. visą tekstą]<br>The survey summarizes investigations of the author on the technological tools and their educational features applicable to mathematics. The purpose of the investigations is enhancement of the technological and educational competence of mathematics teachers. The main problems of the investigation are: characterization of the main technological tools applicable in mathematics at the university level, description which abilities, knowledge, and skills of application in teaching comprise the technological and educational ICT competence of a contemporary mathematician.
Development of educational technologies, influenced by information and communication technologies (ICT), has changed the content of all spheres of education, and the content of mathematical education among them. A constructivist paradigm of learning, the main didactic principles of mathematics teaching: understanding, conscious and active acquiring of knowledge, visualization, differentiation and individualization of learning, etc., can realize only mathematics teachers of the adequate competence. The Standard of Computer Literacy of educators in Lithuania provides abilities of teachers to apply ICT in educational process. One of the requirements is “To know the main types of computer programmes useful for education, to have the ability to analyze their merits and demerits, to apply them in the educational process”. The application of the general requirement in teaching mathematics means not only the knowledge and... [to full text]
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Lehéricey, David. "L’implication des technologies de l'information et de la communication dans le développement de l’autoformation des enseignants d'école élémentaire issus de la masterisation : origines, représentations et enjeux." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100176/document.
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La recherche présentée s’intéresse à l’implication des Technologies de l’Information et de la Communication (TIC) dans le développement de l’autoformation des professeurs des écoles stagiaires. Elle s’inscrit dans un double contexte. D’une part, celui de la mise en place de la réforme de la formation initiale des enseignants – la masterisation –, ayant eu cours, en France, de 2010 à 2013. D’autre part, celui des problématiques contemporaines liées à la question des usages du numérique à des fins d’autoformation. Dans cette perspective, ce travail s’appuie sur les données d’entretiens individuels, réalisés auprès de professeurs des écoles stagiaires issus de la masterisation, afin d’explorer leur rapport au métier, au(x) savoir(s) et aux technologies de l’information et de la communication. Il vise à mieux comprendre ce que représente, pour eux, l’autoformation aux et par les TIC et à saisir ce que cela soulève d’enjeux, en termes de construction et de développement professionnel. Il en ressort qu’à la complexité de cette période tout à fait particulière d’entrée dans le métier, s’ajoute aujourd’hui pour les enseignants débutants, celle d’enseigner mais également de se former et de s’autoformer dans un « monde numérique ». Il semble que les potentialités qu’offrent les technologies ne font que renforcer l’importance fondamentale d’une formation initiale solide, passant avant tout par un renforcement des interactions humaines, par un accompagnement éclairé et éclairant des enseignants débutants, leur permettant de développer au plus tôt leurs compétences professionnelles et d’être à même de les faire évoluer tout au long de leur carrière<br>The present research treats of the involvement of Information and Communication Technologies in the development of the self-training of to-be primary school teachers. The context in which this research settles is double. Firstly, that of the setting up of the teachers’ training reform – masterisation – which took place in France from 2010 to 2013. Secondly, that of the contemporary problems related to the use of digital technology for self-training. The following work is based on data which was gathered during individual interviews with primary school teacher trainees who originated from masterisation, in order to explore their views on the profession, on the knowledge as well as on Information and Communication Technologies. Its goal is the better understanding of what self-training via ITCs represents for them, and also to bring into light the stakes engendered, in terms of career building and development. What stands out from this, is that the complexity of this rather peculiar pre-teaching phase is doubled by that of teaching and of self-training in a “digital world”. It appears that the infinite possibilities which are offered by these technologies only strengthen the need for a very solid initial training. This implies the reinforcement of human interaction through an enlightened and enlightening guidance for beginning teachers, enabling them to develop all the sooner their professional competence and to continue to make them evolve all along their career
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Vítek, Lukáš. "Certifikace projektových a programových manažerů jako záruka jejich kvality a schopnosti." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-19161.
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This diploma thesis deals with project management certifications. It focuses on project and program managers and explores their relationship with the certifications and possible links to quality management. The main objective is to make a cross-section area of certificates in the Czech market, create a a summary of available certifications and perform research, which chats certifications of companies carving out on bussines within the Czech ICT market. The thesis is divided into several parts. The first part is based on the theoretical foundations and was set up as an introduction to project management. Futher are particularly detailed project management competencies like an object of knowledge and skills, that are required to perform manager's work. The second part contains a list of available certificates, including requirements for obtaining. Contribution of this part is just the list created, which concentrates all the important details about particular certificates, including assignment of certificates for the recommended work positions. The last section describes the research implementing, which focuses on finfing out the plans of project and program managery for obtaining new certificates. Research deals with the analysis and synthesis of responses received and creates new knowledge, that reveal possible future trends. Research is unique in dealing with the Czech ICT market, which has not been studied on this topic yet. Diploma thesis presents a comprehensive view at the certifications, but also focuses on a narrow area of the ICT market, where possibilities of certificate usage are observed and confrontation of different views is offered.
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Lindh, Pontus. "Skolan i den digitala tidsåldern : En undersökning om digital kompetens, IKT och digital läsning." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154628.
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I mars 2017 beslutade den svenska regeringen att förstärka och förtydliga den digitala kompetensen i styrdokumenten för skolan, från förskolenivå till gymnasienivå. Detta innebar en förstärkt skyldighet som lärare att undervisa på ett sätt som främjar elevernas digitala kompetens. Denna uppsats tar sin utgångspunkt i vad nationella och internationella styrdokument har betonat gällande digital kompetens och en digitalisering av skolan. Uppsatsen första frågeställning berör hur IKT används i undervisningen och vad det finns för möjligheter och utmaningar kopplade till användandet av IKT i undervisningen. Den andra frågeställningen undersöker hur läsförståelsen påverkas när man går ifrån den traditionella pappersläsningen till att börja läsa mer digitalt då allt fler elever får egna datorer och läsplattor. Slutsatser som dras i denna uppsats är att det finns en diskrepans mellan policy- och implementeringsnivå. Då digital kompetens förstärks på policynivå utan att lärarna på implementeringsnivå har fått tillräckligt med stöd och utbildning för att kunna klara av detta uppdrag på ett tillfredställande sätt. Trots att det finns många möjligheter kopplade till användandet av IKT i undervisningen, så når detta användande inte sin fulla potential då användandet kantras av flera utmaningar. Avslutningsvis så visar forskningen motstridiga resultat gällande hur läsförståelsen påverkas av att läsa digitalt. Det tycks se ut som att i bästa fall så blir läsförståelsen oförändrad och i värsta fall att läsförståelsen påverkas negativt av att läsa digitalt.
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Abboud, Tahsin. "Mise en place d'une réforme de l'enseignement / apprentissage du français au secondaire en Syrie : modalités, efficacité, difficultés." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENL014.
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À partir de l'année scolaire 2003-2004, les responsables de l'Éducation nationale en Syrie ont voulu mettre fin à une situation d'échec scolaire dans l'enseignement/apprentissage du français langue étrangère (FLE). Une « réforme » basée sur une nouvelle conception de la langue, l'oral et la communication, est donc mise en place. Notre travail a pour objet une réflexion didactique sur la nouvelle situation générée dans les classes. Nous avons voulu, par ce travail, apporter un regard réflexif et critique sur les pratiques enseignantes de ces dernières années. Nous sommes parti de l'objectif déclaré de la « réforme », pour voir ce qu'a apporté cette dernière pour l'oral et la pratique orale dans la classe en Syrie. Nous voulons, en particulier, étudier l'impact de l'introduction de l'approche communicative dans le système éducatif syrien, à travers l'étude analytique des programmes, des manuels, des pratiques enseignantes et de formation. Notre recherche s'inscrit aussi dans la perspective de la didactique de l'oral en classe de langue. Notre cadre conceptuel est construit à partir de la didactique des langues, la pédagogie, l'analyse des interactions, la formation des enseignants. Notre travail comporte deux phases, descriptive et interprétative. Descriptive parce que nous avons observé les ressources des enseignants, les classes et décrit ce qui s'y passe. Nous avons aussi fait des entretiens avec des enseignants et des inspecteurs qui s'occupent de l'enseignement du français dans notre région de Lattaquié. Interprétative parce que nous allons commenter ces données en cherchant des liens possibles entre ces données et les intentions des nouveaux programmes. Nos analyses se basent sur trois points : le premier consiste à examiner les compétences visées pour les élèves. Le deuxième est de savoir si une nouvelle pratique orale est apparue dans la classe suite à la Réforme. Le troisième consiste à savoir quelle formation serait nécessaire pour les enseignants pour mener à bien cette réforme. Mots clés : Didactique, compétence, oral, interaction, formation<br>At the start of the school year 2003-2004, the people in charge of national education in Syria wished to put an end to the situation of failure regarding the teaching of French as a foreign language. The « reform » which was decided involved a completely new approach to the language, an approach based on oral and communication. What we have undertaken here is a didactic reflection on how school children react to this new situation. We intended to examine the teaching methods of the past few years in a way both reflexive and critical. What has the reform changed concerning verbal (oral) practice in a syrian class from the moment the object of the reform was known. That was our starting line. What we are particularly interested in is to study the impact of the introduction of the communicative approach to language in the syrian educative system throughout an analytical survey of programs and school books. Teaching methods as well training of the teachers have also been part of our study. The prospect of our research in also to bring into focus the teaching of oral communication in the language class. Our conceptual framework is built up from the observation of the teaching of language, pedagogy, the analysis of interactions and the training of the teachers. We wanted our survey to be both descriptive and explanatory. The basis of the descriptive part consists in what we perceived while watching the lessons unfold in the various classes we visited. We also made a note of what were the teachers' resources. We have talked to the teachers as well as to the inspectors in charge of the teaching of the French language in our district of Latakia. Our survey also at being explanatory because we are going to comment on those information so as to find possible links between what we have witnessed and what the new programs are intended for. We tried to analyse the results on our research according to three points of view. First the habilities the pupils are supposed to acquire. The second is to know if there is actually a new practice of oral in the class resulting from the reform. The third bring up the question of what should be the specific trainings of the teachers that would make the reform a real success. Keywords : Didactic, competence, oral, interaction, formation
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Bejot, Laurent. "La professionnalisation des agriculteurs par la formation professionnelle continue : représentations et usages différenciés de la FPC." Thesis, Reims, 2015. http://www.theses.fr/2015REIML015.
Full textAbstract:
Cette thèse traite de la Formation Professionnelle Continue (FPC) des agriculteurs. Nous avons fait le choix d'avoir recours aux concepts et notions de la sociologie anglo-saxonne et française des professions, des groupes professionnels et de la professionnalisation. Les agriculteurs se sont vus confier un ‘mandat' issu des politiques publiques et de la demande sociale : l'autosuffisance alimentaire élargie aujourd'hui à la sécurité sanitaire et au respect de l'environnement. Les agriculteurs constituent un groupe professionnel qui voit alors son métier évoluer.Les instances professionnelles agricoles, à partir de relations complexes tissées avec les pouvoirs publics, se sont engagées dans la dynamique de professionnalisation du groupe par la formation à travers des questions d'entrée dans le métier, de savoirs, de compétences.Notre thèse interroge l'idée que les agriculteurs constituent un groupe professionnel en mutation, dont la composition identitaire apparait complexe, fragmentée et en évolution. L'intellectualisation et l'entrepreneuriat deviennent des dimensions majeures du métier que le groupe doit s'approprier. Nous montrons que la détention d'une ‘licence' accordée par les pouvoirs publics permet à ce groupe professionnel un usage différencié de la FPC. Cette différenciation marque l'émergence d'identités plurielles et complexes mettant le profil de ‘chef d'entreprise' au cœur de la dynamique de reprofessionnalisation engagée.C'est l'analyse des mécanismes entre les processus de professionnalisation, la construction des identités professionnelles des agriculteurs, et le recours à la formation qui est au cœur des résultats développés<br>This thesis deals with continuing vocational training (CVT) for farmers. The choice has been made to resort to Anglo-Saxon and French sociological concepts and notions when linked to occupations, professional groups and continued professionalization. Farmers have been given a mandate stemming from public policy and social demand: food self-sufficiency, coupled with today's greater need for food security and respect for the environment. Farmers therefore constitute a professional group whose occupation is constantly evolving.The agricultural professional bodies, by means of complex relationships forged with the governing bodies, have engaged themselves in the dynamics of professionalization of farmers through questions about job access, professional knowledge and skills.This thesis questions the idea that farmers constitute a changing professional group, whose identity composition appears complex, fragmented and evolving. Intellectualization and entrepreneurship are becoming major dimensions of the occupation which the group must adapt to. It is shown that the possession of a licence granted by public authorities offers farmers different uses of the CVT provided. This differentiation brings about the emergence of multiple and complex identities while emphasizing the entrepreneurial aspect at the heart of the dynamics of reprofessionalization.It is the analysis of the mechanisms between the professionalization processes, the construction of professional identities of farmers and the use of training that is at the heart of the obtained results
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Hallman, Emil, and Magnus Haglund. "Digitaliseringen av undervisningen : En forskningsöversikt över effekterna av digitaliseringskoncepten 1:1 och ASL." Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-137472.
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Denna forskningsöversikt behandlar digitaliseringen av undervisningen utifrån koncepten 1:1 (en dator per elev) och ASL (att skriva sig till läsning). Vi har via databassökning och manuell sökning tagit del av relevant litteratur som vi sedan gjort en kvalitativ innehållsanalys på. Vi behandlar vilka effekter koncepten enligt forskningen har för elever och lärare. Det råder ingen allmän konsensus om detta, då forskningsresultat pekar mot både positiva och negativa effekter. Vi söker därför även i litteraturen efter faktorer som visat sig gynna goda resultat. De faktorer vi funnit är struktur av fortbildning och stöd, av både teknisk och didaktisk karaktär, samt ett sociokulturellt arbetssätt.Genomgående i den litteratur vi läst efterfrågas mer forskning på området. Detta inkluderar både kritisk granskning av den forskning som nu finns och ny forskning som tar hänsyn till fler aspekter av de begrepp som berörs och som innefattar en vidgad kunskapssyn.
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Dragūnienė, Ramunė. "Informacinių ir komunikacinių technologijų taikymas profesijos mokymo įstaigų edukacinėje praktikoje kaip edukacinė ir vadybinė problema." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_173215-03842.
Full textAbstract:
Šiame straipsnyje gvildenamas informacinių ir komunikacinių technologijų (IKT) taikymas profesijos mokymo įstaigų edukacinėje praktikoje remiantis ES ir Lietuvos teisiniais aktais, šalies ir užsienio mokslininkų darbais, įvairių institucijų organizuotų tyrimų duomenimis, atskleidžiamos IKT taikymo ugdymo procese techninės sąlygos, problemos ir jų sprendimo būdai, panaudojimas ugdymo procese ir jų poveikis ugdytiniui bei mokymo(si) procesui.<br>Legal base regulating educational system emphasizes knowledge based on information technologies. As ICT are penetrating into the process of vocational training the training methods and aids are changing and improving, an important role is falling on an educator – teacher. He/she must develop personal communication, literary and cultural competences as well as improve information and communication skills. This may be done by applying innovative ICT training methods and only when teacher has ICT competence.
The objective of this work was to elucidate the application of information communication technologies in vocational training from the management and educational aspect. To that end research instruments were formed – questionnaire, according to which the above mentioned aspects were estimated from the point of view of students and teachers, and quality research was carried out by estimating the attitude of managers.
180 students, 100 teachers and 6 headmasters participated in the study carried out in Alanta, Anykščiai and Utena institutions of vocational training in December 2006.
These institutions of vocational training do have conditions for application of electronic training aids. They provide themselves with IT aids by executing project activities and inducing teachers to participate in them. The introduction of system of e-services, Internet, e-library is intended in the schools.
In educational process the priority is given for traditional training aids... [to full text]
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Bergey, Jean-Luc. "Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation)." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30020/document.
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Notre thèse s’inscrit dans le courant théorique de la linguistique cognitive et énonciative ; elle s’appuiera également pour sa partie pratique et de développement sur le e-learning et les TIC. Ce projet cherchera à conjuguer ces deux aspects dans le domaine de la didactique des langues, en particulier pour la conception d’outils pour les apprentissages linguistiques. Cette étude visera d’une part à analyser les différentes formes de l’activité langagière au travers de la description et de l’analyse de ce que l’on nomme « genres discursifs » ; d’autre part, elle cherchera à mettre au jour, grâce à l’élaboration d’outils logiciels spécifiques d’apprentissage linguistique, des styles d’apprentissage liés à des profils cognitifs d’apprenants. L’identification de ces styles d’apprentissage (ou profils cognitifs), doit permettre une définition de stratégie d’apprentissage conduisant à un processus d’autonomisation de l’apprenant en tant que sujet cognitif – acteur de son apprentissage. En toile de fond, nous recourrons à une conception néo-vygotskienne des apprentissages et notamment à l’un des concepts qu’elle nous fournit : la collaboration. Dans ce but, l’utilisation d’une plate-forme d’apprentissage, désignée en anglais par Learning Management System et des outils logiciels dédiés divers qui lui sont associés (glossaire, carte conceptuelles/heuristiques, logiciels collaboratifs) doit permettre une expérimentation de séquences de micro-activités langagières ayant pour but la construction d’une compétence linguistique globale par l’apprenant (qui est un positionnement de l’étudiant, acteur institutionnel). En outre, le recours aux genres discursifs, en inscrivant cette thèse dans une analyse de type fonctionnel comme le Task Based Learning (Rod Ellis) permettra une évaluation théorique du CECRL (Cadre Européen Commun de Référence pour les Langues), référentiel en vigueur dans la didactique des langues étrangères ou secondes<br>My thesis is positioned within the theoretical framework of cognitive and speaker-oriented linguistics; it also relies on e-learning and ICT in the sections on applications and development. This project endeavours to combine these two aspects in the field of language teaching, especially with a view to developing tools for language learning. This study firstly aims at analysing the different forms of language activity through the description and analysis of what is called "discursive genres" and, secondly, it seeks to bring to light styles in the ways of learning which are associated with learners’ cognitive profiles through the development of specific software tools for language learning.The identification of these learning styles (or cognitive profiles) should enable us to define learning strategies – processes that make learners more autonomous as cognitive subjects – in other words, they become the agent of their own learning. The backdrop for my analysis is a neo-vygotskian conception of learning and in particular one of the concepts it provides us with: collaboration.For this purpose, the use of a learning platform, known in English as 'Learning Management System' and of various dedicated software tools associated with it (glossary, mind mapping, collaborative software) gives me the possibility to experiment sequences of language micro-activities aimed at building a comprehensive language competence by the learner (which is a positioning of the student as an institutional actor). In addition, as the use of discourse types grounds this thesis in a functional type analysis such as 'Task Based Learning' (Rod Ellis), it will allow a theoretical evaluation of CEFRL (Common European Framework of Reference for Languages), which is the current reference in the didactics of foreign or second language teaching
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Колишкін, Олександр Володимирович, та Oleksandr Volodymyrovych Kolyshkin. "Формування здоров’язбережувальної компетентності майбутніх вчителів початкової школи". ФОП Цьома С. П, 2017. http://repository.sspu.sumy.ua/handle/123456789/4000.
Full textAbstract:
У роботі визначені особливості формування здоров’язбережувальної компетентності майбутніх вчителів початкової школи, яка буде сприяти підвищенню рівня психофізичного розвитку дітей молодшого шкільного віку. Особливостями формування здоров’язбережувальної компетентності майбутніх вчителів початкової школи є використання сучасних підходів до здійснення здоров’язбережувального навчального процесу, формування в них активної позиції щодо зміцнення і збереження здоров’я учнів. Особливе місце та відповідальність в оздоровчій діяльності відводиться освітній системі, яка повинна використовувати усі можливості для того, щоб зробити освітній процес здоров’язбережувальним.<br>The work outlines the peculiarities of the formation of the health-saving competence of future primary school teachers, which will help to increase the level of psychophysical development of children of elementary school age. The peculiarities of the formation of the health of the preserving competence of future teachers of primary school are the use of modern approaches to the implementation of a health-saving educational process, the formation of an active position in them to strengthen and preserve the health of students. A special place and responsibility in recreational activities is given to the educational system, which should use all possibilities to make the educational process a health-saving one.