INTERNATIONAL STUDENT MOBILITY

The various EC student and teaching staff mobility schemes arc outlined, stress being placed on the role of the United Kingdom as one of the participating countries. Certain United Kingdom bilateral arrangements for the same general purposes are also evoked. Much in these programmes is relevant for Yugoslav universities.     

Theme and prose comprehension: Understanding or depth-of-processing?

Context orientation and depth of processing were tested as possible explanations for thematic organization. In the first experiment, the process of searching for the theme of concrete versions of prose passages by undergraduates was detrimental to subsequent recall. On the other hand, theme statements facilitated recall when provided prior to concrete as well as abstract versions of each passage. Finally, the theme search process with the abstract versions was beneficial only when the correct theme was identified. A second experiment provided further data supporting the comprehension hypothesis for theme organization when precise, instructor-generated theme statements were used instead of learner-generated themes.     

La professionnalisation des enseignants

How can you have experts from over 15 different countries working together on a theme, the professionalisation of teachers, when one of the terms, and the root word ‐‐ profession ‐‐ does not have the same meaning everywhere? Such was the difficulty facing this third ATEE thematic seminar that we had proposed. The original presentation text below allowed us to resolve the difficulty, by organising the experts’ work around the different meanings of the word professionalisation. Four meanings were picked out according to whether the word professionalisation applied:...(i) to the individual, who masters the activity better and better and thus meets the norms of professionalism; (it) to the group of individuals who, carrying out the same activity, improve their status by obtaining a monopoly over it; (iii) to the knowledge put into practice which is the most closely tied to practice and the most effective; (iv) to the training, orientated more towards the activity in terms of its content as well as its teacher trainers, some of whom are practitioners of the given activity. To clarify the different mechanisms at work in each case, we had recourse to pedagogy, history, sociology, and anthropology. These conceptual distinctions were proposed to help in the writing of 12 national case studies, to solicit four keynote papers and to determine the themes of the workshops.