ORFEE2.0 Open Repository For Educational E-prints (HEP Vaud)
Not a member yet
6281 research outputs found
Sort by
Teachers' coping and burnout: Exploring the psychometric properties of the French version of the Coping Scale by Dewe
No full textIntroduction - Presently, the majority of instruments assessing coping processes are not specific to teachers. Objective - This study aims to explore psychometric properties of a coping scale specifically designed for teachers, as well as its associations with burnout. Method - A sample of 237 teachers (63% primary/secondary vs. 37% post-compulsory) completed French versions of the Coping Scale by Dewe and Shirom-Melamed Burnout Measure. Results - Results of confirmatory factor analyses show the satisfactory psychometric properties of a shortened version of the coping scale, which is invariant across gender and levels of education. Multiple regression analysis suggests that the use of various coping processes may reduce the risk of burnout. Conclusion - Results highlight the need to further explore the stressors associated with teaching and inclusive education, in order to define specific coping processes and thus substantially improve this scale
Manager en se ménageant
Get PDFLe document explore des pistes pour exercer son rôle de cadre tout en gardant un certain équilibre.
Juste distance : Trouver la bonne posture dans les relations professionnelles, en ajustant la manière de communiquer et en clarifiant les interactions.
Juste timing : Savoir quand agir et quand temporiser, plutôt que de se laisser entraîner par l’urgence.
Juste confiance : S’appuyer sur les ressources disponibles, reconnaître les compétences et encourager l’autonomie.
Juste expertise : Expérimenter, innover, donner du sens aux actions sans se laisser enfermer dans la gestion quotidienne.
En filigrane, l’idée est de concentrer son énergie sur l’essentiel et d’être à l’aise avec ce que l’on porte
"Il est impossible d'inclure les élèves handicapés à l'école ordinaire s'ils ne sont pas suffisamment autonomes."
No full textProfessional Action Competence in Education for Sustainability for Pre-service Physical Education Teachers: A person-centered study
Get PDFEducation for sustainability (EfS) represents a complex question that appears to require a holistic and emancipatory vision to achieve its long-term objectives. The action competence model for EfS aligns with this vision by considering both self-efficacy, knowledge, and willingness. Physical education (PE) offers a unique opportunity to implement EfS through the action competence model. This approach emphases the bodily dimension, learning through action, and affective and sensory aspects. However, EfS is not currently implemented in PE yet. It is therefore important to investigate the professional action competence of future PE teachers to identify potential barriers to implementing EfS in PE. A mixed-methods approach appears to be the most suitable for accurately assessing Professional Action Competence in Education for Sustainability.
The objectives of this study were: (1) to evaluate the physical education pre-service teachers’ Professional Action Competence for Sustainability (PACesd); (2) to establish profiles of physical education pre-service teachers based on their PACesd; and (3) to analyze the associations between the self-reported profiles and an external assessment of pre-service teachers’ pedagogical content knowledge (PCK) in EfS.
A total of 412 French physical education pre-service teachers (Mean Age = 22.61 years, 141 females, and 271 males) completed French versions of the PACesd questionnaire. Additionally, they were asked to respond to open-ended questions indicating: (1) the words they associate with the concept of sustainability and EfS, and (2) examples of how physical education can educate students about sustainability, to conduct an external assessment of pre-service PE teachers’ pedagogical content knowledge in EfS. The responses were coded into categories using deductive approach. Following descriptive and correlation analyses, a latent profile analysis approach was used to establish PACesd profiles. Quantitative analyses were complemented by a chi-squared test of association to examine the distribution of open-ended responses within the profiles.
The correlation analyses revealed positive and significant associations between all dimensions of PACesd, suggesting that improving one dimension could positively impact the others.
Four profiles of PE pre-service teachers were established based on their PACesd levels (high score, moderate to high score, low to moderate score, low score). This result highlights the heterogeneity in EfS competences.
The open-ended questions revealed a greater understanding of the theoretical concept of sustainability and EfS among the profile with the highest PACesd scores. This result aligns with the higher self-reported pedagogical content knowledge scores for this profile. However, the question on practical examples did not confirm these differences and showed very few distinctions between the four profiles in the concrete teaching of EfS in PE. These results suggest that perceived understanding and knowledge of theoretical concepts of EfS do not yet enable pre-service PE teachers to transfer this knowledge into practical activities aligned with holistic and emancipatory visions of EfS in the context of PE. These findings offer concrete perspectives in terms of initial and in-service training for physical education teachers. They highlight the need to provide concrete tools specific to the discipline
Improving water safety and long-term engagement in aquatic physical activity: The aquatic literacy framework
No full textLes jeunes du monde entier sont confrontés à deux principaux enjeux de santé : l’inactivité physique et les accidents de noyade. Encourager la pratique sécurisée d’activités physiques aquatiques pourrait répondre à cette double problématique. L’articulation des cadres théoriques de la littératie physique (Physical Literacy) et des compétences aquatiques (Water Competences) pourrait doter les jeunes des compétences clés leur permettant de s’engager de manière sûre et durable dans les milieux aquatiques. L’objectif de cet article de position est d’apporter une justification philosophique, ontologique et épistémologique en vue de fusionner ces deux cadres en un concept innovant : la littératie aquatique (Aquatic Literacy). Nous présentons ici ce cadre multidimensionnel, fondé sur des données probantes, décrivant les domaines physique, psychosocial et cognitif entrelacés, afin de permettre aux jeunes de profiter en toute sécurité des opportunités aquatiques et d’en retirer des bénéfices individuels pour la santé. Nous concluons qu’un tel concept novateur doit être étayé par des données empiriques pour devenir un cadre solide guidant les éducateurs aquatiques et les parties prenantes dans l’élévation du niveau de littératie aquatique à travers le monde
Les besoins spécifiques en formation continue des enseignant-e-s en début de carrière
No full textCet exposé propose des pistes de réflexions sur les besoins spécifiques en formation continue des enseignant-e-s en début de carrière, à la lumière de certains résultats d'une enquête ayant été menée auprès des enseignant-e-s du canton de Vaud
Pratiques d’évaluation en éducation musicale et mesures prises par les enseignant·es pour réguler les apprentissages des élèves.
No full textCette communication aborde les pratiques d’évaluations en éducation musicale dans les écoles du canton de Fribourg, en réponse aux nouvelles lignes directrices (SEnOF, 2020) qui encouragent une approche formative. Bien que l’évaluation soit un levier pour améliorer les pratiques éducatives, sa mise en œuvre reste complexe (Allal et Laveault, 2016 cités dans Laveault, 2017) et les enseignants, confrontés à des lacunes dans leur propre formation musicale, doivent évaluer des compétences qu'ils ne maîtrisent parfois pas totalement (Jaccard, 2009).
Cette étude vise à identifier comment les enseignant·es généraliste mettent en œuvre ces directives en tenant compte des spécificités de cette discipline. Basés sur une enquête quantitative conduite auprès d’une centaine d’enseignant·es, les résultats permettent de voir comment les personnes interrogées se positionnent par rapport à l’évaluation de l’éducation musicale aux cycles 1 et 2 et quelles stratégies ils mettent en œuvre pour faire face aux difficultés des élèves.
Mots-clés : évaluation, éducation musicale, régulation des enseignements, cycle 1 et
Living Their Best Life? The Social, Cultural, and Linguistic Positionings of Swiss High School Students Studying Abroad
No full textThis work is centered on the study abroad (SA) experiences of high school students enrolled in the French-English bilingual Matura in the canton de Vaud, in Switzerland. It aims at exploring students’ experiences abroad regarding their social, cultural, and linguistic positionings, and their possible impact on the SA experience. Nine high school students participated in the study, which was designed for them as a support programme. Drawing from adolescents’ diaries and interviews, their experiences are initially recast into three narratives emphasizing social, cultural, and linguistic positionings. Then, for each participant, one diary or interview extract which tends to represent a recurrent positioning is analyzed, using positioning analysis. This comprehensive method offers a systematic way to move from the micro, the text itself, to the meso and the relationship with the researcher, to finally reach the macro and dominant discourses. Comparative analysis reveals diverse experiences, attributed to varying social, cultural, and linguistic positionings among participants.
This study provides valuable insights into adolescents’ experiences abroad, a subject which is understudied, and suggests practical recommendations for developing support programmes for high school students before and during study abroad. Notably, it introduces a novel framework designed to replace Coleman's three concentric circles model, modelling the formation of social networks for adolescents specifically. It also concludes with a table aligning the three different positionings with personal and external factors – a useful tool for analyzing and supporting high school students abroad. Scholars, educators and institutions stand to gain valuable insights from the book, gaining a nuanced understanding of adolescents' experiences abroad and the benefits and drawbacks of such programmes, including critical considerations related to social justice and equity