Le fonctionnement de l’enfant en classe: Discussion

European Journal of Psychology of Education -     

Le Discours de la Preuve en Situation Scolaire

European Journal of Psychology of Education -     

Le comportement de management des professeurs ou l'organisation et le contrôle des classes

This paper describes teacher, management of pupil behaviour and learning tasks in classrooms. Four categories of teacher behaviour were observed: maintenance of class discipline, designation of pupils, organization, and control of pupil activities. Results show that teachers usually see a directive‐managerial style which may be classified as follows: directive‐authoritarian style, directive‐monitoring style, directive‐methodical style and directive‐apathetic style.     

Quelques difficultes en mathematique et leur perception par les eleves en classe de troisieme dans l'enseignement secondaire a Dakar

Sans résumé     

Education permanente: Le cas des Instituts de Technologie en Algerie

Conclusion Les Instituts de Technologie ont répondu à leurs objectifs et l'économie algérienne commence à recevoir les premiers bénéfices de cette innovation éducative. Il est maintenant important de se préoccuper du devenir de ces institutions. En effet, le rapport général du Plan Quadriennal 1970–1973 prévoyait explicitement la disparition à terme des Instituts de Technologie pour lesquels l'objectif de réponse massive aux besoins se serait estompé. En réalité, outre que la permanence de certains besoins justifient le maintien de certains Instituts (Santé et Education en particulier), il serait dommage et nuisible même pour l'ensemble du système éducatif algérien que disparaisse cet élément important de rénovation que constitue l'idée même de base des Instituts. Il faut donc prévoir à la fois des mécanismes de rénovation pédagogique permanente associés aux mécanismes de formation des formateurs et un dispositif permanent d'évaluation des besoins de la production et de la formation assurant aux Instituts leur souplesse d'adaptation. Dans ces conditions, ils resteront l'exemple qu'ils sont déjà l'évolution des systèmes formels d'éducation vers une conception et un cadre plus large d'éducation permanente.     

Le mouvement de réforme de la formation des enseignants en Grèce

The article undertakes a close analysis of the perceived weaknesses of Secondary teacher training in Greece. The analysis is based upon the criticisms of other observers and of the Greek Federation of Secondary Teachers, and especially upon an enquiry conducted of 233 Secondary teachers in May 1983 (approximately 2% of the cadre). The teachers concerned were invited to report upon their own perceptions of the training which they had undergone, and of its relevance to their later professional careers. The overall picture is one of considerable dissatisfaction with a training which is labelled, at one point, ‘anachronistic'; the view is expressed that the education given does not even attain its declared aim of instilling an understanding of scientific methodology.

There exists a strong demand for a greater emphasis upon pedagogy, with the approach through psycho‐pedagogics being much favoured; the author enters the reservation that the scepticism which begins to be shown in some European countries is not yet evident in Greece. There is also a demand for greater emphasis on practical training, though there exists a debate over the question of consecutive versus concurrent training, with the majority favouring the former.

Explanations for the present ‘disastrous’ situation in Greek teacher training are varied, ranging from the view that forces of political conservatism are at work to the view that Greek educational thinking is over‐dependent upon ideas brought in from other European countries. Certainly the author sees the Greek system as imposing a high level of conformity upon the beginning teacher, who is ill equipped to offer challenging ideas to existing practice. The climate, however, is one of change, and the author is finally optimistic about the growing contribution of educational sciences to Greek teacher training.     

Le Catalan en Catalogne Espagnole

Spanish Catalonia knew a period of political and literary grandeur before being relegated to the role of a Spanish province and deprived of its linguistic identity.

Currently, in the post‐Franco period, the linguistic autonomy of the province is being restored. The Catalan language, which takes its place alongside Spanish in teacher training and at primary level, has a capacity to facilitate international communication.     

L’evaluation en classe: Mesure ou dialogue?

Proposals by psychologists to improve educational measurement lead to the construction of tests or of scales of development. For the assessment of pupils’ productions in the classroom, teachers seem to have other needs. Precise measurement is not required; what is wanted instead is qualitative information of a diagnostic nature, suggesting possible ways for doing remedial work. Information concerning one pupil rarely permits locating his position on a continuous scale of development, since learning does not proceed linearly. Assessment in the classroom should rather be considered as a communication process between teacher and pupils, leading after an unpredictable number of interactions, to a state of mastery of the educational objective. As experimental social psychology recently demonstrated, this mastery is not to be conceived as a personal characteristic of the pupil, but as the result of his adaptation to his social situation. Consequently, generalizing on the basis of this assessment is hazardous.     

Effets du sport sur le comportement social de l'adolescent

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Le développement de l'éducation en Chine avant et pendant les années quatre-vingts

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Le centre de travaux de l'institut Superieur de Pedagogie de Morlanwelz (Belgique)

Sans résuméTheInternational Review of Education will publish a series of similar contributions from various countries describing institutions dealing with educational research.     

Une classe de mathématique: Motivations et méthodes

Sans résumé     

Un Colloque en France sur ‘Le Titre d'lngenieur Européen’

On 11 June 1987, for the 30th anniversary of its foundation, INSA (National Institute of Applied Science), Lyon (France), organised a conference on the theme of The Title ‘European Engineer’. Presided over by Mr J. Valade, Minister of Research and higher education, the conference was attended by over 150 participants representing French and other European establishments of engineering science and higher technical education, industrial management, and engineer’s professional associations. The purpose of the conference was to examine the consequences of two important measures, made all the more significant by the move towards a more united Europe in 1992: first, the proposal—now virtually complete—made by FEANI (European Federation of National Associations of Engineers) for a definition of the title of the ‘European Engineer’; secondly, the preparation by the EEC authorities in Brussels of a specific text, to appear by the end of 1987, concerning the engineer and his profession in the European context. The success of the INSA conference was in itself a gauge of the interest surrounding the choice of this theme.