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The Cabinet Office has announced plans to acquire basic literacy in Artificial Intelligence and data science as part of human resource development to create a new society. Furthermore, there are learning activities using Artificial Intelligence as a subject being carried out in junior high school technology and home economics (technology education) classes, generating requests for specific teaching contents and subject development. Therefore, in this study, we selected the learning contents needed to understand Artificial Intelligence in the technology education and verified their effects through actual teaching. We selected five learning contents related to Artificial Intelligence: "Understanding Artificial Intelligence", "Artificial Intelligence Learning Methods (Machine Learning)", "Advantages and Disadvantages of Using Artificial Intelligence", "Artificial Intelligence Functions", and "How Is Artificial Intelligence Involved in Future Society". As a result of the lesson practice, we managed to improve our knowledge and understanding of Artificial Intelligence and figure out its roles and how we will coexistence with it in the future society.

In the European and national policies for the realization of the objectives and strategies of “Lisbon 2010” and “Horizon 2020”, lifelong guidance is recognized as a permanent right for every person. The main objective of the research is to develop a self-orientation online path that helps to increase and improve the self-reflection of people with disabilities on their own knowledge, soft skills, interests, strengths and weaknesses. The final result is supposed to be the recognition of the career project closer to their personal and professional profile. The platform value is related to the active role played by the person with disabilities in the orientation process.

La question de l’accompagnement en formation que nous abordons ici touche les enseignants débutants de l’enseignement professionnel au Québec. Professionnels de leur métier avant de devenir enseignants, ceux-ci doivent relever de nombreux défis parmi lesquels l’identité en changement leur pose une question grave : être ou ne plus être le professionnel de son métier en devenant enseignant interroge la légitimité de la transmission des savoirs et des pratiques du métier. Peuvent-ils alors se sentir encore les héritiers et les transmetteurs d’un métier qu’ils ne pratiquent plus ? Nous avons posé cette question de fond dans le cadre d’un cours de la formation à l’enseignement, dans le but d’en accompagner une réflexion individuelle et collective. Ce texte puise à l’analyse de deux regards sur cette situation de formation, croisement du témoignage du formateur universitaire qui accompagne et de celui des enseignants en formation sur leur perception de cette question existentielle. This text presents a guidance process in response to eminently identity-related questions that many vocational teachers ask themselves in Quebec: How can they make evident what is implicit in a trade when they themselves are outside the work context? Are they really teaching the same trade that they knew themselves? It is also important to be sensitive to vocational teachers’ implicit fear of having to mourn their discipline as well as their concern about the obsolescence of the practical knowledge being taught. The course Histoire et culture de métier [trade history and culture] accordingly aims, among other things, to address this delicate posture of a teacher located “between the trade and teaching” by aligning it with a teaching competency that invites the instructor to “act as a professional who is inheritor, critic and interpreter of knowledge…” (Ministère de l’Éducation du Québec, 2001).

本研究は、保育士育成機関として位置している短期大学の保育実習のひとつ「施設実習」に焦点をあて、実習に至るまでの事前取組と指導についての課程を検討した。また、施設現場と保育士養成機関との相互接点を掘り起こすためにフィールドワークで得られたデータを基にしながら、今後の「施設実習」のあり方についての課題と手立てを探った。その結果、養成校では、入学初期から、さまざまな講義において、実習の動機づけに必要な基礎的知識、技能を修得させていくとともに、施設が抱えている問題について、学生と現場の共通理解を図っていくための情報や機会を提供していかなくてはならないことが明らかとなった。今後も養成機関は、施設現場との連携を継続的に行いながら、お互いにとって有益となる「施設実習」のあり方について実証的な研究を積み重ねていかねばならない。, The process of advanced preparation and guidance, as well as the future potential of practical training at welfare facilities for teacher trainees in junior colleges was analyzed. Fieldwork was conducted to focus on similarities between actual childcare situations and lessons in college. The results indicated that it is necessary for these students to learn the basic knowledge and skills needed for the practical training from the start of college. Moreover, it was indicated that colleges have to offer educational opportunities to facilitate understanding between students and welfare facilities about the problems faced by such facilities. In the future, empirical studies should be conducted on practical training at welfare facilities, so that such training programs would be more useful for students, schools and facilities, as well as for facilitating continuous contact between schools and facilities.