Thierry Karsenti

Reflective practice in initial teacher training: critiques and perspectives

Although reflective practice is now a key competency in many teacher training programs, the theoretical grounding remains problematic and the empirical approaches diverse. With the aim of advancing our understanding of the limitations of reflective practice in initial teacher training, this article draws a critical portrait of reflective practice in terms of theory, practice and methodology based on a review of the literature. We conclude by underscoring the need for a shared terminology and definition for reflective practice in initial training programs; currently, the lack of a clear concept hinders its operationalization in teacher training and its development in empirical research.

The collective dimension of reflective practice: the how and why

In order to help future teachers develop reflective practice, many initial training programs provide support devices, both individual and collective. In the second case, the collective dimension of reflective practice raises some theoretical issues, given that reflective practice is primarily conceptualized as an individual process. This article attempts to conceptualize the relationship between reflective practice and verbal interaction in a collective approach to reflective practice. To do so, we transpose Vygotsky’s concept of semiotic mediation to the concept of reflective practice. From there we develop a model of interactional reflective practice. We then discuss potential conceptual and methodological extensions, conceptual limitations, and future research directions.

What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model

Although reflection is considered a significant component of medical education and practice, the literature does not provide a consensual definition or model for it. Because reflection has taken on multiple meanings, it remains difficult to operationalise. A standard definition and model are needed to improve the development of practical applications of reflection.

Facilitating Linguistic Integration of Immigrants: An Overview of ICT Tools

Introduction Linguistic integration has long been recognized as an important factor in the overall immigration process (Beacco, 2008; Kluzer, Ferrari & Centeno, 2009). Briefly, linguistic integration has been accomplished when immigrants have the capacity to use one of the languages that is current in the host society for public communication (Lapierre Vincent, 2004), as opposed to personal communication (e.g., at home). This does not imply mastery of the language, comparable to a native speaker, but it means having sufficient ability to use the language to participate fully in the host society. It is easy to see how the inability to communicate in the host country language could make daily life difficult and at the same time hinder social, political, and economic integration. However, this does not mean that linguistic integration and overall integration are symmetrically related to each other. In fact, mastery of the host country language does not predict integration by immigrants, and vice versa. For example, some French-speaking immigrants to Canada find it difficult to integrate professionally (Statistics Canada, 2007). Linguistic integration and overall integration are therefore linked in a complex relationship where other factors are at play, including social, cultural, and professional factors (Kluzer et al., 2009; Piche, 2004). Against this background, this study looks at the current state of linguistic integration in Western societies (North America and Europe) at a time when immigration is undergoing profound changes (Pellerin, 2008) and the pervasive use of technologies since the end of the twentieth century has opened new outlooks, calling for redefinitions and a reframing of references. In addition, the potential contribution of information and communications technologies (ICT) to the linguistic integration of immigrants is explored, inspired by both the relevance of ICT for immigrants and the recent development of various online linguistic integration tools. The aim is to provide an international overview, albeit partial, of the role of ICT in the linguistic integration of immigrants at the social level, including descriptions and comparisons of ICT tools for linguistic integration. But first, and because ICT tools for linguistic integration constitute a very recent research area, we explain their relevance. The Relevance of ICT for the Linguistic Integration of Immigrants ICT have a major impact on migration trends by considerably diversifying and augmenting opportunities for mobility (Codagnone & Kluzer, 2011). They also encourage people to fundamentally review their perceptions of immigrants as members of a globally interconnected community (Borkert, Cingolani & Premazzi, 2009; Diminescu, 2005; Ros, 2010). Furthermore, like the information society (Castells, 2001) in which they live, immigrants, and more broadly speaking the immigration process, can no longer be addressed without considering the technological dimension. In this sense, mastery of ICT has become an indispensable skill for immigrants who wish to integrate into the host society and become full participants (Codagnone t Fairlie, 2005; Ono & Zavodny, 2008). Other studies show that immigrants and ethnic minorities are better equipped technologically than the host population, notably because they use ICT to remain in contact with people back home (Cadagnone & Kluzer, 2011; Statistics Canada, 2008). …

O uso pedagógico das Tecnologias da Informação e da Comunicação na formação dos futuros docentes no Quebec

Are the future teachers trained in Quebec ready to integrate the information and communication technologies (ICT) in an educational context? To answer this question, a survey was conducted among 2.065 future teachers, 410 associated teachers and 90 stage supervisors from the nine francophone universities that provide pre-service training for teachers, in Quebec. Our results reveal that these future teachers have access to adequate equipment so as to familiarize themselves with ICT and master very well basic technological tools. The data collected also show they use them regularly and critically to plan, communicate, look for information, prepare pedagogic materials, solve problems or improve their professional skills. Despite this quite promising picture, our results also show that only few would-be teachers use these technologies in the classroom. Our conclusion brings forth a few recommendations.RESUMO: Sera que os docentes que estao sendo formados no Quebec estao prontos para integrar as tecnologias da informacao e da comunicacao (TIC) num contexto escolar? Para responder a essa pergunta, uma pesquisa foi realizada junto a 2.065 futuros professores, 410 professores associados e 90 supervisores de estagio, oriundos das nove universidades francofonas que oferecem um programa de formacao inicial de professores no Quebec (Canada). Os resultados mostram que os futuros professores tem acesso aos equipamentos necessarios para se familiarizar com as TIC e dominam bem as ferramentas tecnologicas basicas. Nossos dados tambem revelam que as usam, regular e criticamente, para planejar, comunicar, buscar informacoes, preparar materiais pedagogicos, resolver problemas ou se aprimorar no plano profissional. Apesar desse retrato muito promissor, nossos resultados tambem indicam que uma proporcao muito pequena de futuros professores usa essas tecnologias em sala de aula. Nossa conclusao apresenta algumas recomendacoes. Palavras-chave: Tecnologias da informacao e da comunicacao (TIC). Docentes. Competencias. Formacao. Computador. Tecnologias. Formacao inicial. Aprimoramento professional.

Social representations and uses of technologies of African high-school students

ABSTRACT This article examines social representations of information and communications technologies (ICT) in high school students in Niamey, Niger, and explores whether these representations are determined by training in and regular use of ICT. A sample of 50 students attending two lycées1 was studied. Only one lycée offered computer courses. The results of semi-directed interviews show that whether or not they took computer courses, the students developed social representations of ICT. These representations were associated with favourable attitudes toward computer and Internet use at school. The chi-square test hypothesis shows that students’ social representations of ICT were not determined by training in ICT.

Can ICT Reduce Drop-Out Rates Among New Teachers? A Qualitative Study in Canadian Student Teachers

Practical training and professional induction are determinant in the professional development of teachers. In the province of Quebec, Canada, student teachers spend 120 days of their 4-year university program interning in secondary schools to develop their professional skills. They frequently find themselves isolated as they enter the practice, owing to the lack of coaching programs at this crucial juncture. This study proposes to deepen our understanding of the potential benefits of information and communication technologies (ICT) for practical teacher training (internship) and professional induction. More specifically, it aims (1) to identify the difficulties encountered by interning and new teachers; and (2) to better understand how ICT can help them overcome these challenges. Results are presented from two pilot studies conducted in Canada during the internship of student teachers and the professional induction of new teachers.

Using a Wireless Electroencephalography Device to Evaluate E-health and E-learning Interventions

Background Measuring engagement and other reactions of patients and health professionals to e-health and e-learning interventions remains a challenge for researchers. Objective The aim of this pilot study was to assess the feasibility and acceptability of using a wireless electroencephalography (EEG) device to measure affective (anxiety, enjoyment, relaxation) and cognitive (attention, engagement, interest) reactions of patients and healthcare professionals during e-health or e-learning interventions. Methods Using a wireless EEG device, we measured patient (n = 6) and health professional (n = 7) reactions during a 10-minute session of an e-health or e-learning intervention. The following feasibility and acceptability indicators were assessed and compared for patients and healthcare professionals: number of eligible participants who consented to participate, reasons for refusal, time to install and calibrate the wireless EEG device, number of participants who completed the full 10-minute sessions, participant comfort when wearing the device, signal quality, and number of observations obtained for each reaction. The wireless EEG readings were compared to participant self-rating of their reactions. Results We obtained at least 75% of possible observations for attention, engagement, enjoyment, and interest. EEG scores were similar to self-reported scores, but they varied throughout the sessions, which gave information on participants’ real-time reactions to the e-health/e-learning interventions. Results on the other indicators support the feasibility and acceptability of the wireless EEG device for both patients and professionals. Discussion Using the wireless EEG device was feasible and acceptable. Future studies must examine its use in other contexts of care and explore which components of the interventions affected participant reactions by combining wireless EEG and eye tracking.

The Educational Impacts of Minecraft on Elementary School Students

The goal of this research project is to identify the uses and benefits of integrating the Minecraft videogame into school curricula. The project, conducted with 118 elementary school students, utilized 10 different types of data collection tools. The supported and scholastic use of Minecraft described in this study benefitted students in various aspects of their learning. These positive outcomes include, but are not limited to, an increase in motivation, the development of collaboration skills, the learning of computer programming, and the development of other computer science competencies.

Learning to Program a Humanoid Robot: Impact on Special Education Students

Robots are making steady inroads into the world of education, where they are used mainly to teach students about computer programming or coding. These versatile tools allow for student learning through experimenting with programs which lead to the building and control of real objects. However, although these teaching aides are increasingly incorporated into everyday classrooms, few studies have examined the affordances they provide to students with special needs. An exploratory study with the aim of examining the educational benefits for programming of a new type of humanoid robot called NAO for special education students was therefore conducted. A variety of data collection methods, including interviews, videotaped observations, and trace analysis were used. The results show a number of positive student outcomes: they developed coding skills and improved in several areas critical to scholastic success, such as increased motivation to attend school, peer collaboration, and task engagement.