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Différenciation dans l’enseignement du français : une étude dans des classes multi-âges
Full text linkDans les débats actuels sur la didactique des langues étrangères, l’hétérogénéité et les mesures d’enseignement différencié revêtent une importance particulière. Le présent projet a pour but d’évaluer l’importance de la différenciation dans quatre classes du canton de Berne dans le cadre de l’enseignement basé sur un manuel scolaire.
Depuis 2010, l’augmentation du nombre de classes multi-âges pour des raisons pédagogiques ou financières, pose des défis supplémentaires aux enseignant.e.s. La nécessité d’enseigner de manière différenciée s’avère donc plus évidente dans une classe multi-âge que dans un groupe d’apprentissage apparemment homogène.
L’objectif de l’étude est de savoir comment les enseignant.e.s gèrent la différenciation interne dans l’enseignement du français et quelles sont les formes et les mesures qui sont pratiquées.
Au moyen d’une étude de cas exploratoire, conçue comme une triangulation méthodologique, une première perspective, externe, est mise au jour à travers l’observation filmée de quatre leçons dans quatre classes différentes.
Une seconde perspective, interne cette fois, s’établit à partir de la reconstruction des représentations des enseignant.e.s en matière de différenciation interne dans le cadre de l’enseignement du français langue étrangère, qui émerge d’entretiens semi-directifs. Il est en effet important d’étudier l’interaction entre les formes et mesures de différenciation et les convictions et conceptions des enseignant.e.s. C’est la raison pour laquelle on recourra au concept de triangulation large, qui permet de combiner différentes méthodes.
Dans le présent article, l’accent est mis sur le soutien adaptatif des enseignant.e.s en tant que forme possible de différenciation interne. À la fin, quelques premiers résultats à ce sujet sont discutés et quelques pistes d’exploitation pédagogique seront formulées
Study protocol for an observational panel study of heat strain in the general adult population in Basse Santa Su, The Gambia
Full text linkHeat is among the most hazardous environmental factors for human health, but humidity’s role in heat-related health effects remains unclear. This study will assess the effect of humid heat and other environmental conditions on health in a representative population in Basse Santa Su, The Gambia, a region at high risk of humid heat exposure. We will examine the association between humid heat exposure and physiological heat strain, identify vulnerable sub-groups, and evaluate adaptive behaviours. We will recruit 60–90 healthy adults from Basse Santa Su and surrounding areas. Participants will be monitored for four non-consecutive weeks across dry (November–May) and rainy (June–October) seasons. Daily questionnaires will assess activities, thermal comfort, adaptation behaviours, heat strain symptoms, mood, and sleep quality. Wearables will collect time-resolved personal and indoor exposure (temperature and humidity), heat strain, and further physiological covariates. A fixed monitoring network will measure outdoor air temperature, humidity, air quality, and environmental noise. Descriptive analyses will assess baseline characteristics, heat stress and heat strain. Case-time series analysis with distributed non-linear lagged models will estimate immediate and delayed associations between exposure to humid heat and physiological heat strain. Stratified analyses by individual characteristics will explore possible vulnerability groups. Multiple exposure models and interaction terms will explore cumulative effects of multiple environmental factors. Multilinear land use regression modelling will develop high-resolution maps of temperature, humidity, and heat stress. This study will provide new insights into humid heat’s effect on health, particularly in low-income, high-exposure settings. This study addresses limitations in prior epidemiological research on heat, humidity, and health, including lack of high-resolution and individual-level data, and limited focus on humidity as a heat-health driver, on non-mortality outcomes and on climate-vulnerable populations. This study combines high-resolution microclimate mapping and individual-level measurements which may inform future epidemiological studies and heat-health interventions
Collaborative or distributed? Exploring the context-dependent variations in leadership after-school programs
Full text linkIntroduction: Switzerland is complex and heterogenous. Since ASP have developed over the past decades without neither national guidelines nor a clear purpose, the services and programs differ considerably. Furthermore, the delineation of leadership styles, the roles and responsibilities of leaders in ASP remain ambiguous.
Methods: This empirical study describes the relationship between the organizational context of ASPs and different leadership styles. A newly developed framework of context-dependent leadership in ASP serves as a tool to interpret the commonalities between the experiences of five different ASP leaders.
Results: The findings show that the broader municipal context shapes the way ASP leaders navigate their inter- and intra-organizational leadership role. The results indicate that ASP leaders must be flexible in their leadership styles according to the context and responsibilities.
Discussion: The results point to important nuances of collaborative and distributed leadership styles which characterize leadership in ASP and call for ASP specific leadership development strategies that account for context-dependent variations
Research on sustainability in vocational education and training (VET): A research workshop proposal
Full text linkContext: Sustainability has become a key concern across education systems worldwide, particularly in Vocational Education and Training (VET), where the intersection of education, skills development, labor market and social and environmental demands makes it uniquely positioned to address sustainability challenges (Gamboa et al., 2024; Leal Filho, 2018; Pavlova, 2017; Tilbury, 2011).
Approach: To advance a shared understanding of sustainability in VET, a literature review was conducted, synthesizing findings from peer-reviewed journals, books, and policy documents published over the past two decades. The aim is to provide a frame of reference that supports scientific reflection and debate.
Findings: Three main findings emerged. First, sustainability in VET is a multidimensional and complex field of analysis, often addressed in fragmented ways rather than through comprehensive perspectives. Second, there is a generalized fragmentation and dispersion in the objects of analysis related to sustainability across its three dimensions (social, economic, and environmental), with a greater emphasis on social and economic aspects, than on environmental ones from an ecological ethos rather than an anthropomorphic one. Third, more holistic approaches are gradually emerging, such as the green and circular economy, VET for the Just Transition or Education for the Sustainable Development, which integrate economic, social and environmental sustainability with different emphasis and focus.
Conclusions: Sustainability is a research area within VET that requires further theoretical and empirical development and more in-depth scientific analysis, going beyond the predominantly descriptive and propositional studies. Its multidimensional, multistakeholder and multilevel nature demands a systemic vision and a flexible, comprehensive framework to support the development of this research field. Therefore, it is essential that the scientific community, in collaboration with stakeholders in the VET field, engages in collective reflection and debate to strengthen research and enable its progress and advancement
Impulspapier. CONSENT. Schulergänzende Tagesstrukturen: Grundlagen für die Aus- und Weiterbildung der Mitarbeitenden
Full text linkCONSENT. Structures d'accueil de jour parascolaire : bases pour la formation et la formation continue du personnel. Projekt CONSENT, Introduction
Full text linkNachhaltigkeit und Bildungsmedien. Sustainability and educational media
Full text linkBildung für nachhaltige Entwicklung soll gemäß den Vereinten Nationen dazu befähigen, in einer globalisierten Welt aktiv, eigenverantwortlich und verantwortungsbewusst die Zukunft zu gestalten. Dazu zählt neben einem sorgfältigen Umgang mit der Erde und ihren Ressourcen auch die Gestaltung einer friedlichen und gerechten Gesellschaft. Dass auch Bildungsmedien zu BNE einen erheblichen Beitrag leisten können, machen die Beiträge dieses Bandes deutlich. Darin befassen sich Wissenschaftler*innen unterschiedlicher Disziplinen aus zahlreichen Ländern mit Perspektiven auf Nachhaltigkeit in historischen und aktuellen Bildungsmedien, sowohl für die Schule (etwa Fibeln oder Geographiebücher) als auch für die außerschulische Bildung (z.B. edukative Comics). Des Weiteren werden Medien für die Lehrkräftebildung eingeführt und didaktisierte Orte in der Natur (wie Lehrpfade) als Bildungsmedien vorgestellt. Beiträge zu einer nachhaltigen Erstellung und Distribution von Bildungsmedien runden den Band ab
Fokus Migrationssprachen – genügt Anerkennung?
No full textMaria de Lurdes Gonçalves, Koordinatorin der Herkunftssprache Portugiesisch, und Irene Zingg, Dozentin an der Pädagogischen Hochschule Bern, forschen zu migrationsgesellschaftlicher Mehrsprachigkeit als zentralen Bestandteil einer diversitäts- und sprachsensiblen Bildung
