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La collaboration entre chercheurs et praticiens semble de plus en plus sollicitée dans une visée de développement professionnel des enseignants, tandis que la recherche-action apparait comme une voie privilégiée pour la mise en œuvre de dispositifs d’accompagnement visant l’émergence de communautés d’apprentissage (Savoie-Zajc, 2010). Cet article a trait aux enjeux de la collaboration entre chercheurs et praticiens dans le cadre du projet SHV-EPS, visant la consolidation du rôle des éducateurs physiques quant à la promotion d’un mode de vie sain et actif chez les jeunes. Nous présentons les grandes lignes d’un dispositif inspiré de l’arrimage entre la formation, la recherche-action et la collaboration, auquel ont participé des enseignants chevronnés et débutants de commissions scolaires francophones et anglophones de Montréal. En nous appuyant sur des données issues de l’évaluation de huit ateliers impliquant douze enseignants, nous faisons part des quatre enjeux à la base de ce projet : le rôle respectif des praticiens et des chercheurs, leur collaboration, les savoirs qu’ils coconstruisent et la temporalité en jeu dans ce processus. Collaboration between researchers and practitioners has become more and more requested with regard to teacher professional development. Action-research presents itself as a way to implement devices of support aimed at establishing communities of practices (Savoie-Zajc, 2010). This article addresses some issues emerging from the collaboration between researchers and practitioners within the framework of a Healthy Lifstyles Promotion- Physical Education and Health project aimed at the consolidation of the role of physical educators as promoters of a healthy active lifestyles towards their students. We present the main themes and findings of this project inspired by continuum training, action-research and collaboration, that involved both beginner and experienced teacher participants from one French and one English School Board on the island of Montreal.Based on data stemming from the evaluation of eight workshops involving twelve teachers, we present four fundamentals pillars of this project : the respective role of the practitioners and the researchers, their collaboration, the knowledge that they constructed together and the temporality in this process.

International audience; Malgré l’implantation en 2004 de deux parcours distincts (général et appliqué) en sciences et technologie pour les élèves du secondaire au Québec, leur enseignement est souvent demeuré identique. Pour résoudre cette situation, nous avons mis sur pied une communauté d’apprentissage professionnelle (CAP) en Outaouais, pour offrir un programme de formation pour les enseignants (DuFour & Eaker, 1998; Hamel, 2003). Après trois ans d’activités, nous proposons d’examiner les retombées de ce projet en insistant sur l’impact qu’a pu avoir l’approche de recherche collaborative adoptée (Desgagné et al., 2001). Nous avançons ici que les deux modèles choisis pour orienter et comprendre le développement professionnel des enseignants n’auraient mené à rien sans la coopération de tous les acteurs impliqués.

The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM. The purpose of the mentoring project was to share teaching experiences so as to enhance professional and pedagogical development, with the aim of improving the teaching of a “new multicultural student group” that recently had started at the school. One of the authors, Lill Langelotz, followed this mentoring process over two years. In this chapter this process will be examined in relation to the Nordic tradition of folk enlightment (folkbildning), with a point of departure in the Swedish tradition of adult education through study circles.

International audience; La métaphore des "laboratoires" pour faire et apprendre des mathématiques apparaît dans l'histoire dès lors que l'on veut renouveler, développer cet enseignement (Maschietto et Trouche 2010). La conférence montrera l'évolution de cette métaphore, depuis la création d'ICME (1908). Les laboratoires de mathématiques sont toujours présentés en relation avec les instruments qu'ils contiennent, l'évolution de la métaphore accompagne donc l'évolution de ces instruments.On montrera comment l'évolution des environnements technologiques permet de concevoir, dans l'espace de la classe de mathématiques "ordinaire", des moments de vie d'un laboratoire de mathématiques, puis de prolonger, à distance, ces laboratoires.On montrera que le développement des laboratoires de mathématiques pour les élèves suppose un développement des laboratoires de mathématiques pour les professeurs. On appuiera ce point de vue sur l'expérience française d'une association de professeurs concepteurs de ressources en ligne, Sésamath (http://www.sesamath.net/). On en déduira la nécessité de nouvelles approches théoriques articulant conception de ressources, évolution des pratiques, et développement professionnel, et combinant aspects individuels et collectifs du travail des professeurs (Gueudet & Trouche 2009).Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199 218. http://springerlink.metapress.com/content/6600hx1254664n74/Maschietto, M., & Trouche, L. (2010). Mathematics learning and tools from theoretical, historical and practical points of view: the productive notion of mathematics laboratories. ZDM – The International Journal on Mathematics Education, 42(1), 33-47, http://www.springerlink.com/content/48045470220u4073/

The present study is the result of research collaboration where participating teachers and a researcher have jointly analyzed and reflected over experiences from professional training and professional work in order to develop an understanding of skills and knowledge that are relevant to the professional development and professional lives of teachers. The focus is on four female primary school teachers’ stories. Certain things run through these stories. They are (i) a quest for professional development, (ii) a strong commitment to teaching and (iii) an ongoing identity-building process. The overall purpose of the thesis is to identify and describe these processes and thus contribute meaningful knowledge to the debate on teacher professional development within the Swedish educational landscape. Two questions have been particularly important. These are: – What individual and structural conditions and processes appear to be important for professional development and career choice? – Which key events and turning points can be identified in teachers’ lives and work, focusing on the early years of the occupation and how can these be understood? The professional life stories have a chronological structure and they have been organized around three time periods. One of these is The Road to the profession, including teachers’ stories about their background, school experiences, past professional life and what has influenced them to take the step to become a teacher, and experience from their education. The second is the first years in the profession. This is the period covering the first three years of working life after teacher education. It depicted a diversity of experience and the experience of strenuous and stressful work situations in which new teachers, with high aspirations, confronted at times unanticipated work assignments and challenging conditions for which they did not always feel fully prepared. However, as well as these tensions of development there also appears to be a period of intense and stimulating knowledge development in which the teachers experienced opportunities to put their ideas about education, development, cooperation and educational projects to the test. Through this they say that they developed professionally in a way that strengthened their professional identity. The continuing work history period is the third period. It includes experience from the three year period following the first years in the profession. Here the teachers describe a process of establishment at each workplace, where the teachers’ continuing quest for educational development and change is in the fore, as is an aim toward further professional development and greater stability in the professional role. Disputationen sker fredagen den 17 december 2010, kl 13.15, Hörsal D203, Högskolan i Borås, Allegatan 1

Dissertação de Mestrado em Psicologia Educacional A relevância e o interesse pela análise do sentido de auto-efícácia e da satisfação profissional vivenviada pelos professores associa-se ao facto de ambas determinarem substancialmente, as atitudes e os comportamentos assumidos pelos docentes, quer para com o ensino quer para com os vários elementos que o constituem. De igual modo, contata-se que essas atitudes e comportamentos exercem influência directa sobre a qualidade da actuação diária dos professores, o seu grau de investimento, envolvimento, dedicação e preserverança. A eleição dos docentes como objecto de estudo, ligou-se ao facto de se considerar que para implantar as imprescindíveis acções reformistas e levar à modernização do sistema educativo, terá que ser considerado, prioritariamente, o envolvimento dos professores. Todas as mudanças que se desejam implementar são sempre efectivadas por estes. Desta forma, a educação necessita dispor de professores profissionalmente empenhados (professores motivados, satisfeitos, competentes, eficazes). Desta forma, pretendeu-se analisar os índices de auto-eficácia evidenciados pelos professores, considerando distintamente os vários domínios de actuação que compõem a actividade docente. Ambicionou-se ainda avaliar o nível de satisfação profissional por estes experienciado, bem como, os factores responsáveis por maior satisfação/insatisfação com a profissão. Assumiu-se também como objectivo, a análise da relação que se poderia estabelecer entre os dois construtos psicológicos, sentido de auto-eficácia e satisfação profissional. Na persecução dos objectivos em causa, o presente estudo contou com a participação de 114 professores de diferentes áreas do país ainda que com maior preponderância na região de lisboa e Setúbal Para a recolha de dados foram utilizados dois instrumentos, o Questionário de Satisfação no Trabalho para professores e uma adaptação da Escala de Auto-eficácia para professores de Bandura. O preenchimento dos mesmos decorrem on-line pela publicação dos instrumentos numa página web, sendo o endereço de acesso enviado por e-mail a um grupo de professores, cujos endereços de correio electrónico foram disponibilizados pelo Centro de Competência CRIE da Faculdade de Ciências da Universidade de Lisboa. Pelos resultados encontrados foi possível concluir que os professores apresentavam índices elevados de auto-eficácia, e que a sua percepção pessoal de eficácia se apresentava relativamente diferente nas diversas tarefas ou domínios constituintes da actividade docente. Neste âmbito, concluiu-se que era em áreas associadas às interacções sociais estabelecidas com alunos e colegas que estes se consideravam mais eficazes, aparecendo os mais reduzidos índices de auto-eficácia nos aspectos referentes à sua participação no processo de tomada de decisão e na promoção do envolvimento parental. Em sentido oposto, verificou-se que os docentes revelaram baixos níveis de satisfação profissional, sendo os valores registados indicativos de um forte sentimento de descontentamento e mal-estar na profissional. Estes sentimentos apareceram justificados por aspectos ligados ao estatuto social conferido à profissão docente, ao salário ofendo e aos processos estabelecidos para progressão na carreira, podendo pois estes ser identificados como factores de ordem socio-política. Analisou-se igualmente a relação que poderia ser estabelecida entre auto-eficácia docente e satisfação profissional dos professores, tendo-se verificado que entre estes se apresentava uma forte associação. O sentido da relação mostou-se estar organizado em torno da auto-eficácia docente, sendo que foram os professores com elevado sentido de auto-eficácia aqueles que revelaram igualmente mais elevados níveis de satisfação profissional. Na verdade, concluiu-se que 52% da variabilidade da satisfação profissional era explicada pelo sentido de auto-eficácia dos docentes.