While the IUFM (University Institutes for Teachers' Training) are going to become part of universities, this article questions one of the bases validating the teachers' training: the professional report. This assessment concerns exercising teachers in having a critical mind towards their practical experience, because its purpose is to prepare teachers to adapt to the different types of pupils they are going to teach. This is the reason why the Government can only define this assessment briefly, even if they want to have better control over the teachers' training. To be precise concerning this assessment, the Government has to trust the teachers' trainers' control and the latter are only lightly encouraged. Despite the positive opinion expressed by specialists, this assessment could disappear because the Government favours a training efficient in a short‐term period and ignores the analyses which would take long‐term needs into account.
Alors que les IUFM (Instituts universitaires de formation des maîtres) vont être intégrés à l'université, cet article questionne un des piliers de la validation de la formation des enseignants qui semble être remis en question: l'épreuve du «mémoire professionnel». Cette épreuve a pour but d'exercer les enseignants à porter un regard critique sur leur pratique, car sa finalité est de les préparer à s'adapter à la diversité des publics scolaires qu'ils rencontreront. C'est la raison pour laquelle l'Etat, malgré sa volonté de contrôler davantage la formation des enseignants, ne peut que définir l'épreuve de manière sommaire. Pour la préciser, il doit accorder sa confiance à une régulation effectuée par les formateurs, qu'il n'encourage cependant que modestement. Cette épreuve, malgré le regard positif que les spécialistes portent sur elle, pourrait même disparaître car l'État privilégie les modalités de formation efficaces sur le court terme, en ignorant les analyses qui intégreraient les besoins sur le plus long terme.
Zum Zeitpunkt der Integrierung der Lehrerausbildung des IUFM (Instituts universitaires de formation des maîtres) in die Universität, stellt dieser Artikel stellt das Problem der Anerkennung der Lehrerausbildung und der Lehrerprüfung : die sogenannte “berufliche Diplomarbeit” welche mittlerweile in Frage gestellt wird. Diese Prüfung hat das Ziel den Lehrern zu helfen über ihre Praxis nachzudenken ausüben, und sie auf die Unterschiede des Schülerpublikums vorzubereiten. Aus diesem Grund kann der Staat die Prüfung nur global definieren, auch wenn er die Lehrerausbildung mehr kontrollieren will. Um diese Prüfung klarzustellen, muss der Staat der durchgeführten Regulierung der Dozenten vertrauen, Regulierung die jedoch ganz bescheiden gefördert wird. Trotz dem positifen Ruf dieser Prüfung bei den Späzialisten, wäre es möglich dass sie verlorengeht, denn der Staat bevorzugt eine kurzfristig effektive Ausbildung, und ignoriert die Analyse der langfristige Bedürfnisse.
Mientras los Institutos Universitarios de Formación de los Profesores van a ser integrados en la Universidad, este articulo provoca cuestiones a propósito de un sostén fundamental en la validación de la formación del profesorado : la probatura del ‘alegato profesional’. La finalidad de aquella probatura es que el profesorado se adiestre a volver ojos críticos a su práctica profesional, preparandoles a ajustarse a los varios públicos escolares que van a encontrar. Por ello, con ser acuicioso de controlar todavía mas la formación de los profesores, el Ministerio sólo puede dar una compendiosa definición de aquella probatura. Para determinarla, tiene que esperar en una regulación realizada por el mismo magisterio, mientras que la enfervoriza con poco celo. A pesar del interés que presenta para los especialistas, podría aun desaparecer aquella probatura porque el Estado privilegia modos de formación inmediatamente operativos en vez de tomar en consideración estudios integrando necesidades diuturnas. 相似文献
According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross‐sectional sample of 3,234 adolescents (ages 9–17; M =12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems. 相似文献
A Strange Sight Strangers to Hessle Road in Hull,East Yorkshire,on a Saturday in July might be surprised to see lots of brightly dressed people running along the road,pushing prams as fast as they can.They might be more surprised to see that inside each pram isn’t a baby,but an adult who is jumping out regularly and quickly drinking a pint of beer at a pub before jumping into the pram again to continue. 相似文献
Callous-unemotional (CU) traits are a risk factor for severe and persistent patterns of juvenile delinquency. Given the influence of CU trait assessments in justice-system settings, it is important to determine whether the predictive utility of CU traits is conditional on the absence of protective psychosocial factors. Employing a sample of justice-involved male youth (N =1,216, Mage = 15.29), this study examined whether psychosocial maturity (PSM) outweighs or attenuates the effect of CU traits on delinquency. Results indicated that youth with high CU traits or low PSM offended more during the year following their first arrest. Additionally, PSM moderated the relation between CU traits and offending, such that higher PSM was associated with less offending but only among low CU youth. 相似文献
In this article, we study third-year university students’ reasoning about three controversial socio-scientific issues from
the viewpoint of education for sustainable development: local issues (the reintroduction of bears in the Pyrenees in France,
wolves in the Mercantour) and a global one (global warming). We used the theoretical frameworks of social representations
and of socio-scientific reasoning. Students’ reasoning varies according to the issues, in particular because of their emotional
proximity with the issues and their socio-cultural origin. About this kind of issues, it seems pertinent to integrate into
the operations of socio-scientific reasoning not only the consideration of values, but also the analysis of the modes of governance
and the place given to politics.
Laurence SimonneauxEmail:
Laurence Simonneaux
is a professor at the Ecole Nationale de Formation Agronomique in France. She is head of a research department in science
and agronomy education. She led several research programmes on biotechnology education and socially acute questions in education.
Her academic background is engineer in agronomy and her PhD relates to formal and informal education on animal biotechnology.
She has coordinated several books dealing with debates, argumentation and the teaching of socially acute questions. Laurence
Simonneaux has been farmer in Brittany and teacher in agricultural high school for fifteen years. She returned to academic
study while she was teacher.
Jean Simonneaux
is a lecturer at the Ecole Nationale de Formation Agronomique in France. He is a specialist of socially acute questions in
economy education. His academic background is interdisciplinary: agronomy, geography, sociology and economy. His doctorate
relates to geographical, sociological and economical aspects in rural tourism. Jean Simonneaux has been farmer in Brittany
and teacher in agricultural high school for fifteen years. He returned to academic study while he was teacher. 相似文献
Based on the comments by Lopez-Facal and Jiménez-Aleixandre, we consider that the cultural identities within Europe interfere
with the question of the re-introduction of the Slovenian bear, generating a kind of “discrimination.” When the SAQs under
debate run against the students’ systems of value, it seems that the closer the connection between the SAQs (socially acute
questions) and the territorial and cultural identity, the more deeply the associated systems of values are affected; and the
more the evidence is denied, the weaker the socio-scientific reasoning becomes. This result shows the importance of attempting
to get the students to clarify the values underlying their socio-scientific reasoning. As Sadler observed, there was no transfer
of socio-scientific reasoning on the three questions considered; each SAQ, as they are deeply related to social representations
and identity, generated a specific line of reasoning balancing more or less each operation. Among various methods of teaching
SAQs—problematizing, genetic, doctrinal and praxeological methods––socio-scientific reasoning may be a complex activity of
problematization fostering the development of critical thinking. Confronted with the refusal to analyse the evidence in the
case of the bear, and because of the nature of SAQs, we explore the notion of tangible proof. We think it relevant to study, together with the students, the processes of investigation used by the actors to establish
or disestablish tangible proof on SAQs by analysing the intermediary states of the systems of proof, and possibly the “weak signals” which
result in calling for the implementation of the precautionary principle.
Following fixed-duration exercise of submaximal intensity, caffeine ingestion is associated with an attenuation of the exercise-induced decline in N-formyl-methionyl-phenyl-alanine (f-MLP) stimulated neutrophil oxidative burst. However, the response following high-intensity exhaustive exercise is unknown. Nine endurance-trained male cyclists ingested 6 mg caffeine or placebo per kilogram of body mass 60 min before cycling for 90 min at 70% of maximal oxygen consumption (VO2max) and then performing a time-trial requiring an energy expenditure equivalent to 30 min cycling at 70% maximum power output. Time-trial performance was 4% faster in the caffeine than in the placebo trial (P = 0.043). Caffeine was associated with an increased plasma adrenaline concentration after 90 min of exercise (P = 0.046) and immediately after the time-trial (P = 0.02). Caffeine was also associated with an increased serum caffeine concentration (P < 0.01) after 90 min of exercise and immediately after the time-trial, as well as 1 h after the time-trial. However, the f-MLP-stimulated neutrophil oxidative burst response fell after exercise in both trials (P = 0.002). There was no effect of caffeine on circulating leukocyte or neutrophil counts, but the lymphocyte count was significantly lower on caffeine (20%) after the time-trial (P = 0.003). Our results suggest that high-intensity exhaustive exercise negates the attenuation of the exercise-induced decrease in neutrophil oxidative burst responses previously observed when caffeine is ingested before exercise of fixed duration and intensity. This may be associated with the greater increase in adrenaline concentration observed in the present study. 相似文献
The present study examined age differences in performance on the Tower of London, a measure of strategic planning, in a diverse sample of 890 individuals between the ages of 10 and 30. Although mature performance was attained by age 17 on relatively easy problems, performance on the hardest problems showed improvements into the early 20s. Furthermore, whereas age-related performance gains by children and adolescents (ages 10-17) on the hardest problems were partially mediated by maturational improvements in both working memory and impulse control, improved performance in adulthood (ages 18+) was fully mediated by late gains in impulse control. Findings support an emerging picture of late adolescence as a time of continuing improvement in planned, goal-directed behavior. 相似文献
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