Abstracts
Résumé
Cet article examine l’interrelation entre l’autorégulation et l’apprentissage collaboratif dans le développement professionnel des enseignants. Pour commencer, un cadre théorique est établi afin de définir le développement professionnel chez les individus comme situé dans la pratique, au sein de communautés d’apprentissage collaboratif. Cette discussion fournit les balises pour décrire deux initiatives consécutives de développement professionnel dans lesquelles les enseignants ont cherché à traduire des principes éducatifs innovants dans la pratique. Un aperçu des deux projets est fourni, accompagné d’un rapport de résultats centrés sur l’enseignement de processus d’apprentissage, et sur comment les enseignants sont arrivés à changer leur pratique à travers leur participation à cette recherche collaborative.
Abstract
This article examines the relationship between self-regulation and collaborative learning in teachers’ professional development. Firstly, the author presents a theoretical frame that defines individual professional development as being present in practices within collaborative learning communities. This discussion provides the criteria for describing two series of initiatives for professional development in which teachers were asked to translate innovative educational principles into practice. The author provides a brief description of these projects and a report of results centred on teaching learning processes and specifically on how teachers changed their practices through their participation in this collaborative research project.
Resumen
Este artículo analiza la interrelación entre la autoregulación y el aprendizaje cooperativo en el desarrollo profesional de los docentes. En primer lugar, se establece un marco teórico con la finalidad de definir el desarrollo profesional en los individuos tal como aparece en la práctica, dentro de comunidades de aprendizaje cooperativo. Este examen facilita las pautas para describir dos iniciativas consecutivas de desarrollo profesional dentro de las cuales los docentes han buscado la manera de aplicar los principios educativos innovadores en la práctica. Se presenta un resumen de los dos proyectos, acompañado de un informe de los resultados centrados en la enseñanza de los procesos de aprendizaje, y en cómo los docentes han llegado a cambiar su práctica por medio de su participación a la presente investigación cooperativa.
Appendices
Références
- Ball, D.L. (1995). Blurring the boundaries of research and practice. Remedial and Special Education, 16(6), 354-363.
- Barab, S.A. et Duffy, T.M. (2000). From practice fields to communities of practice. In D.H. Jonassen et S.M. Land (dir.), Theoretical foundations of learning environments (p. 25-55). Mahwah, NJ : Erlbaum.
- Borko, H., Mayfield, V., Marion, S., Flexer, R. et Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment : Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13, 259-278.
- Bos, C.S. (1995). Professional development and teacher change. Remedial and Special Education, 16(6), 379-382.
- Boudah, D.J., Logan, K.R. et Greenwood, C.R. (2001). The research to practice projects : Lessons learned about changing teacher practice. Teacher Education and Special Education, 24, 290-303.
- Briscoe, C. et Peters, J. (1997). Teacher collaboration across and within schools : Supporting individual change in elementary science teaching. Science Education, 81, 51-65.
- Bromme, R. et Tillema, H. (1995). Fusing experience and theory : The structure of professional knowledge. Learning and Instruction, 5, 261-267.
- Brown, J.S., Collins, A. et Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Butler, D.L. (1995). Promoting strategic learning by post secondary students with learning disabilities. Journal of Learning Disabilities, 28, 170-190.
- Butler, D.L. (1998a). A strategic content learning approach to promoting self-regulated learning. In B.J. Zimmerman et D. Schunk (dir.), Developing self-regulated learning : From teaching to self-reflective practice (p. 160-183). New York, NY : Guildford Publications.
- Butler, D.L. (1998b). In search of the architect of learning : A commentary on scaffolding as a metaphor for instructional interactions. Journal of Learning Disabilities, 31, 374-385.
- Butler, D.L. (1998c). The strategic content learning approach to promoting self-regulated learning : A summary of three studies. Journal of Educational Psychology, 90, 682-697.
- Butler, D.L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92.
- Butler, D.L., Beckingham, B. et Novak Lauscher, H. (2004). Co-constructing strategies for math problem-solving : A report of three case studies. Learning Disabilities Research and Practice. Manuscript under review.
- Butler, D.L. et Cartier, S.C. (2004). Promoting students’ active and productive interpretation of academic work : A key to successful teaching and learning. Teachers College Record, 106, 1729-1758.
- Butler, D.L., Elaschuk, C.L. et Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities : A report of three case studies. Learning Disability Quarterly, 23, 196-213.
- Butler, D.L., Novak Lauscher, H., Jarvis-Selinger, S. et Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20, 435-455.
- Butler, D.L. et Winne, P.H. (1995). Feedback and self-regulated learning : A theoretical synthesis. Review of Educational Research, 65, 245-281.
- Cole, M. (1991). Conclusion. In L.B. Resnick, J.M. Levine et S.D. Teasley (dir.), Perspectives on socially shared cognition (p. 398-417). Washington, DC : American Psychological Association.
- Collins, A. (1998). Learning communities : A commentary on chapters by Brown, Ellery, and Campione, and by Riel. In J.G. Greeno et S.V. Goldman (dir.), Thinking practices in mathematics and science learning (p. 399-405). Mahwah, NJ : Erlbaum.
- Corno, L. (1994). Student volition and education : Outcomes, influences, and practices. In D.H. Schunk et B.J. Zimmerman (dir.), Self-regulation of learning and performance : Issues and educational applications (p. 229-251). Hillsdale, NJ : Erlbaum.
- Damon, W. (1991). Problems of direction in socially shared cognition. In L.B. Resnick, J.M. Levine et S.D. Teasley (dir.), Perspectives on socially shared cognition (p. 384-397). Washington, DC : American Psychological Association.
- Englert, C.S. et Tarrant, K.L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325-336, 353.
- Fullan, M.G. (1995). The limits and the potential of professional development. In T.R. Guskey et M. Huberman (dir.), Professional development in education : New paradigms and practices (p. 253-267). New York, NY : Teachers College Press.
- Gersten, R. (1995). Introduction to the topical issue. Remedial and Special Education, 16(6), 323-324.
- Gersten, R., Vaughn, S., Deshler, D. et Schiller, E. (1997). What we know about using research findings : Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.
- Henry, S.K., Scott, J.A., Wells, J., Skobel, B., Jones, A., Cross, S., Butler, C. et Blackstone, B. (1999). Linking university and teacher communities : A « think tank » model of professional development. Teacher Education and Special Education, 22(4), 251-268.
- Hunsaker, L. et Johnston, M. (1992). Teacher under construction : A collaborative case study of teacher change. American Educational Research Journal, 29, 350-372.
- Kremer-Hayon, L. et Tillema, H.H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15, 507-522.
- Lave, J. (1991). Situating learning in communities of practice. In L.B. Resnick, J.M. Levine et S.D. Teasley (dir.), Perspectives on socially shared cognition (p. 63-82). Washington, DC : American Psychological Association.
- Lave, J. et Wenger, E. (1991). Situated learning : Legitimate peripheral participation. Cambridge : Cambridge University Press.
- Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA : Jossey-Bass.
- Miles, M.B. et Huberman, A.M. (1994). Qualitative data analysis : An expanded sourcebook. Thousand Oaks, CA : Sage.
- Moore, J.L. et Rocklin, T.R. (1998). The distribution of distributed cognition : Multiple interpretations and uses. Educational Psychology Review, 10, 97-113.
- Palincsar, A. (1999). Response : A community of practice. Teacher Education and Special Education, 22(4), 272-274.
- Palincsar, A.S., Magnussen, S.J., Marano, N., Ford, D. et Brown, N. (1998). Designing a community of practice : Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5-19.
- Perry, N.E., Walton, C. et Calder, K. (1999). Teachers developing assessments of early literacy : A community of practice project. Teacher Education and Special Education, 22(4), 218-233.
- Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich et M. Zeidner (dir.), Handbook of self-regulation (p. 451-502). San Diego, CA : Academic Press.
- Pressley, M., El-Dinary, P.B., Gaskins, I.W., Schuder, T., Bergman, J.L., Almasi, J. et Brown, R. (1992). Beyond direct explanation : Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92, 513-555.
- Rennie, L.J. (2001). Teacher collaboration in curriculum change : The implementation of technology education in the primary school. Research in Science Education, 31, 49-69.
- Schumm, J.S. et Vaughn, S. (1995). Meaningful professional development in accommodating students with disabilities. Remedial and Special Education, 16(6), 344-353.
- Scott, D.C. et Weeks, P.A. (1996). Collaborative staff development. Innovative Higher Education, 21, 101-111.
- Simmons, D.C., Kuykendall, K., King, K., Cornachione, C. et Kame’enui, E.J. (2000). Implementation of a schoolwide reading improvement model : “No one ever told us it would be this hard !”. Learning Disabilities Research and Practice, 15, 92-100.
- Stein, M.K., Schwan Smith, M. et Silver, E.A. (1999). The development of professional developers : Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69, 237-269.
- Stone, C.A. (1998). The metaphor of scaffolding : Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31(4), 344-364.
- Vygotsky, L. S. (1978). Mind in society. Cambridge : Harvard University Press.
- Wong, B.Y.L., Harris, K.R., Graham, S. et Butler, D.L. (2003). Cognitive strategy instruction. In H.L. Swanson, K. Harris et S. Graham (dir.), Handbook of learning disabilities (p. 383-402). New York, NY : Guilford Press.
- Yin, R.K. (1994). Case study research : Design and methods. Thousand Oaks, CA : Sage.
- Zimmerman, B.J. (1994). Dimensions of academic self-regulation : A theoretical framework for education. In D.H. Schunk et B.J. Zimmerman (dir.), Self-regulation of learning and performance : Issues and educational applications (p. 3-21). Hillsdale, NJ : Erlbaum.
- Zimmerman, B. et Schunk, D. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. Zimmerman and D. Schunk (dir.), Self-regulated learning and academic achievement : Theoretical perspectives. (p. 289-307). Mahwah, NJ : Erlbaum.