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PUBLICATION INFORMATION

TITLE OF PUBLICATION
TIC ET CONCEPTIONS PéDAGOGIQUES (ICT AND PEDAGOGICAL CONCEPTIONS)
NAME OF AUTHOR(S)
Marianne Poumay
YEAR OF PUBLICATION
2012
LANGUAGE OF PUBLICATION
French
PUBLICATION TYPOLOGY
Conference Article
TARGET GROUP OF PUBLICATION
Researchers, Teachers
SIZE OF THE PUBLICATION
Over 10 pages
DESCRIPTION OF CONTENTS
It seems relevant that training in university pedagogy be accessible in parallel to the practice of teaching. A teacher in office uses problems and questions encountered in the class, in his daily environment. He is aware of the (in)applicability of the concepts and tools discussed and transfers more quickly the useful elements to daily practice. The importance of the link between contextualisation and transfer is emphasized. Daily practice help the teacher see how training can solve problems in the class and improve his own teaching in his particular and unique situation. Those trainings have various forms: compulsory or optional, active or passive, in isolated sessions or in the form of a curriculum (with a common thread between sessions), aiming to master resources or or to develop skills, in large or small groups…

University pedagogy services often include seminars on technology for the use of e-learning tools and their integration in lessons. Here crucial questions are raised: how to build knowledge collectively (by the whole class) with the help of technologies? How to move from a basic use of the tools to a really transformational tool bringing a real added-value that would be impossible without technologies?

Moreover, most university pedagogy centres offer a series of services to teachers. The most common are the help for the assessment of teaching by students and the support to pedagogical projects. Only the latter is addressed in the presentation. It can have various forms, mainly individual or in groups of teachers. Among individual projects, a teacher can test a new method or make his teaching more coherent, offering students a better conformity between objectives, methods and students’ evaluation. At the collective level, there can be a modification of a whole curriculum, creating cross-disciplinary e-learning resources, introducing a new method based on the use of multidisciplinary cases or creating interuniversity lessons.

If training can improve teaching, teachers still need to be convinced to undertake them. Promoting excellence in teaching is necessary for institutions that wish to address the quality of teaching. Actions must aim to support teachers’ professional development, but also favours their institutional recognition. Those actions fuels intrinsic motivation (the teacher wants to go on because he feels more and more competent) and extrinsic motivation (the teacher’s need for recognition). However, there are other ways to motivate teachers, for instance putting material or staff at their disposal.
REVIEWER’S COMMENTS ON THE PUBLICATION
This presentation was part of a conference on the concept of skills in upper education. It addresses the improvement of teaching practice at university. It considers services possibly useful in this regard and illustrates those services with examples from the University of Liege. It successively addresses teachers’ (including technological) training, individual and collective help and other services. It then raises the question of promoting the work of teachers and making pedagogical training compulsory.
There are many ways to increase, by assisting teacher, the quality of teaching and students’ success. In this presentation, it is suggested to offer varied and active training – including among others technologies –, individual and collective assistance of teachers with a pedagogical project, evaluating teaching to improve quality, dynamic teaching with a tool-website and frequent activities, associated to a promotion of teachers who commit to this improvement of teaching. The large and varied programme must respect everyone’s preferences and meet the teachers’ different needs, at any stage of their career and professional development. An offer including ICT is a strong argument to draw young assistant to pedagogical reflexion.

More information on the conference on this link: http://orbi.ulg.ac.be/handle/2268/118283
NAME OF THE REVIEWING ORGANISATION
Inforef

Comments about this Publication

Your comments are welcome


Date: 2013.06.10

Posted by Valter Bennucci (Italy)

Message: This presentation was part of a conference on the concept of skills in upper education. It addresses the theme of the improvement of teaching practice at university. It considers services possibly useful in this regard and illustrates those services with examples from the University of Liege. It successively addresses teachers’ (including technological) training, individual and collective help and other services. It then raises the question of promoting the work of teachers and making pedagogical training compulsory.
There are many ways to increase, by assisting teacher, the quality of teaching and students’ success. In this presentation, it is suggested to offer varied and active training – including among others technologies –, individual and collective assistance of teachers with a pedagogical project, evaluating teaching to improve quality, dynamic teaching with a tool-website and frequent activities, associated to a promotion of teachers who commit to this improvement of teaching. The large and varied programme must respect everyone’s preferences and meet the teachers’ different needs, at any stage of their career and professional development. An offer including ICT is a strong argument to draw young assistant to pedagogical reflexion.
So It seems relevant that training in university pedagogy be accessible in parallel to the practice of teaching.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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