Special issue on “Citizen, Territory and Technologies: Smart Learning Contexts and Practices” – IxD&A Journal – call for papers

Special Issue on
“Citizen, Territory and Technologies: Smart Learning Contexts and Practices”

to be published at the
Interaction Design and Architecture(s) Journal (IxD&A)
(ISSN 1826-9745, eISSN 2283-2998)
*** Since 2012 also in Scopus ***

*** Since 2015 also in Emerging Sources Citation Index and Web of Science ***
IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)

If you wish to help us in improving the quality of the journal, please donate:

CFP: http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call35fs
Guest Editors:

• Monica Divitini, Norwegian University of Science and Technology, Norway
• Óscar Mealha, University of Aveiro, Portugal
• Matthias Rehm, Aalborg University, Denmark

Important dates:
• Deadline: October 30, 2017 
• Notification to the authors: November 30, 2017
• Camera ready paper: December 15, 2017
• Publication of the special issue: end of December, 2017

How to support learning ecosystems to get smarter and play a central role to regional development and social innovation ?
“Smart,” is not simply equivalent to “technology enhanced” or “intelligent” learning ecosystems but, rather, learning ecosystems that promote the multidimensional well-being of all players of learning processes (i.e., students, professors, administrative personnel and technicians, territorial stakeholders, and, for the schools, parents) and contribute to the increase of the social capital of a “region,” also thanks to the mediation of the technologies.
This special issue and the Timisoara Declaration, challenge researches and practitioners in reflecting on how it would be possible to generate a concrete impact, starting with the achievement of a better understanding of learning ecosystems and contexts, to continue with the strategic design to support the increase of ecosystems’ “smartness”, with the generation of impact in real life well beyond technology enhanced prototypes and demo and, last but not least, with the promotion of adequate policies and action plans.
Researcher and practitioners are invited to submit their R&D work on policies, case studies, entrepreneur experiences with a special focus on understanding how relevant are the smart learning ecosystems (schools, campus, working places, informal learning contexts, etc.) for regional development and social innovation and how the effectiveness of the relation of citizens and smart ecosystems can be enhanced.
Contributions are also expected to address how technology mediated instruments can foster the citizen’s engagement with learning ecosystems and territories, namely by understanding innovative human centered design and development models/techniques, education/training practices, informal social learning, innovative citizen-driven policies, technology mediated experiences and their impact. This set of concerns will contribute to foster the social innovation sectors and ICT and economic development and deployment strategies alongside new policies for smarter proactive citizens.
This special issue is supported by the Association for Smart Learning Ecosystems and Regional Development (ASLERD).

Topics of Interest
The three main scientific topics considered in this special issue are:

• Influences, Relations and ModelsTo consider work on: vision, strategies and processes; interplay between formal and informal learning; new educational models; continuity-discontinuity of time; technology, place/space, process; sharing & participatory practices; use of public space & services; dual education and other mixed educational approaches; open access; social innovation; cultural influences; monitoring and benchmarking of smartness of learning ecosystems; orchestration: complexity and its government; going from smart cities and regions’ challenges to smart learning environments
• Abilities, Skills and CompetencesTo consider work on: general frameworks; design, data and other relevant literacies; digital skills & competences; acquisition strategies; gamification: pedagogical, social challenges; monitoring, evaluation and awareness; literacies, skills and competences of smart citizens
• Techno EcosystemsTo consider work on: open & big data management and application in education; interoperability of data & services; safety & security; privacy; trustability; IoT, ubiquitous and wearable technology; geolocalized information; technology mediation

Submission guidelines and procedure
All submissions (abstracts and later final manuscripts) must be original and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors’ information, abstract, all tables, figures, references, etc.). 
The paper should be written according to the IxD&A authors’ guidelines

Authors’ guidelines
Link to the paper submission page:
(Please upload all submissions using the Submission page. When submitting the paper, please, choose Domain Subjects under:
“IxD&A special issue on: ‘Citizen, Territory and Technologies: Smart Learning Contexts and Practices’)
More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advice and queries, please contact any of the guest-editors below and mark the subject as:
IxD&A special issue on: Citizen, Territory and Technologies: Smart Learning Contexts and Practices.


“Preparing the Next Generation of Teacher Educators for Clinically‐Intensive Teacher Preparation” call for chapters

Preparing the Next Generation of Teacher Educators for Clinically‐Intensive Teacher Preparation


Edited by:
Diane Yendol-Hoppey, University of North Florida
David T. Hoppey, University of South Florida
Nancy Fichtman Dana, University of Florida, Gainesville

A volume in the series: Advances in Teacher Education. Editor: Diane Yendol-Hoppey, University of North Florida.

Manuscript proposals are currently being solicited for the next book of the Advances in Teacher Education Series. This volume focuses on preparing the next generation of teacher educators for clinically intensive teacher preparation. We are searching for conceptual pieces, research, and descriptions of programmatic efforts.

Example topics might include:
knowledge, skills, and dispositions of teacher educators; define the work of a teacher educator; methods for preparing the next generation of teacher educators; teacher educator identity; teacher educator self‐study; policy implications for preparing the next generation of teacher educators; higher education and the work of teacher educators; state of teacher educator preparation research; international perspectives on teacher educators and teacher educator preparation.

Rationale for the Book:
In 1999, Zeichner problematized teacher preparation by stating that “relat ively few people who work in teacher education programs actually read the research literature and think about it in relation to their own teacher education programs” (p.11). As Zeichner was critiquing teacher education practices, Tom (1997) argued that teacher education reform would require teacher educators to make identity shifts as faculty expanded, renegotiated, and redefined their roles in teacher education. Never has this been more pressing then today as those who work in teacher education have ever‐expanding responsibilities. Cochran‐Smith (2012) recently described the multifaceted and intensive work of teacher educators as including:

Curriculum development; program evaluation; recruitment and admission of students; participation in professional and state‐level accreditation reviews; establishment and maintenance of fieldwork sites; supervision of fieldwork experiences for teacher candidates in school and community settings; supervising and mentoring student teachers; providing professional development for experienced teachers; teaching courses with fieldwork components; collaborating with school‐and community‐based educators; providing career advice about teaching and other roles in schools; working in professional development or partnership schools; and developing, administering, and evaluating professional assessments (or assessment systems) for teacher candidates. (p. 100)

Dinkelman (2011) described these activities as elusive yet defining teacher educator professional identity as multiple, fluid, always developing, shaped by a broad range of sociocultural power relationships, relational, and strongly influenced by any number of relevant contexts. Teacher educator identities reflect an unstable and ever‐shifting weave of personal and professional phenomena. These phenomena are claimed by teacher educators and given to them through the institutional roles that frame their professio n. Ultimately, the way teacher educators learn to perceive themselves within their context influences their choices and actions (Watson, 2006). These teacher educator expectations are complicated even more by the pressure within many universities to engage in research. Murray and Male (2005) found that two of the main challenges new teacher educators faced were developing a pedagogy for teaching teachers as well as becoming productive in research and scholarship.

Given the expanding roles associated with being a teacher educator, Zeichner (2003) argued that the next generation of teacher educators should receive greater attention. He advocated that “the research universities that supply colleges and universities with the faculty who staff the vast number of teacher education programs throughout the United States need to take the preparation of teacher educators more seriously” (p.335). Indeed, the literature lacks important attention to the preparation of teacher educators. Kosnik et al. (2011) noted that in the 2008 Handbook of Teacher Education there was only one chapter and commentary related to teacher educators.

Reflecting an international teacher education perspective, Rust (2017) recently described the complexity of the field of teacher education and the implications for those individuals who work within the field:

…the very complexity of the field requires a powerful shift in practice and in thinking—a shift that enables a commitment to experimentation at every level, a tolerance for multiple, even seemingly conflicting models, and the embrace of open communication that reaches beyond higher education and acknowledges and draws strength from the uncertainties that are inherent in a robust system. Systems theory embraces complexity. It does not allow for a single answer, a best system. Rather, it invites multiple visions of possibility, multiple enactments of theory, multiple perspectives on practice, multipl e ways of learning, multiple forms of assessment—all in the service or toward the realization of the ideal of educating well both new and experienced teachers and teacher educators and ultimately all of those whom they teach.(p.9)

Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. In response, InFo‐TED (http://www.ntnu.edu/info-ted) has begun an international conversation related to the importance of preparing teacher educators. InFo‐TED is an international organization committed to developing and implementing a knowledge base of teacher educators including the kind of knowledge teacher educators need to have, the diverse tasks and roles teacher educators fulfill, and how these address the diverse contexts in which teacher educators work.

Although the NCATE Blue Ribbon Panel Report (2 010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their daily work within clinically rich programs, many teacher education faculty do not work beyond “their duty of teaching a course” (Ziechner, 1999, p. 11) and there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Teacher education too often remains “a tangential concern for most and the major concern of only a few” (p.11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation (including non‐traditional pathways).

Cochran‐Smith, M. (2012). Composing a research life. Action in Teacher Education, 34 (2), 99–110.
Dinkelman, T., Cuenca, A., Butler, B., Elfer, C ., Ritter, J., Powell, D., & Hawley, T. (2012). The influence of a collab‐ orative doctoral seminar on emerging teacher educator‐researchers. Action in Teacher Education, 34(2), 172–190.
Dinkelman, T. (2011). Forming a teacher educator identity: Uncertain standards, practice and relationships. Journal of Education for Teaching, 37(3), 309–323.
Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn‐Stewart, M., & Beck, C. (2011). Becoming teacher educators: An innovative approach to teacher
education preparation. Journal of Education for Teaching, 37(3), 351–363.
Lanier, J. E., & Little, J. (1986). Research on teacher education. In M. C. Wittrock (Ed.), Handbook on research on teaching (pp. 527‐569).
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, 125–142.
Tom, A. R. (1997). Redesigning teacher education. Albany, NY: State U niversity of New York Press.
Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching, 12(5), 509–526.
Zeichner, K. (2003). Teacher research as professional development for P–12 educators in the USA. Educational Action Research, 11(2), 301–326.
Zeichner, K. (1999). The new scholarship in teacher education. Educational researcher, 28 (9), 4‐15.

· Maximum 25 pages double‐spaced
· A 100‐150 word abstract
· Include a separate title page with author contact information
· Please use APA

Additionally, you must follow each of the following guidelines from Information Age Publishing.

Submit your revised manuscript electronically via email to Diane Yendol‐Hoppey (diane.yendol‐hoppey@unf.edu) by January 2 , 2018.
Please do not hesitate to contact the editor with questions or concerns while preparing your manuscript.

Tentative Timeline for Publication:
Manuscripts submitted by: January 2, 2018
Acceptance Notification by: March 1, 2018
Final Revision Deadline: June 30, 2018
Expected Publication: Fall, 2018

Veille scientifique du CRIFPE No. 160, 24 août 2017 

Veille scientifique du CRIFPE
No. 160, 24 août 2017


– Brière-Guenoun, F. (2017). Instruire les gestes didactiques de métier. Quelles perspectives pour la formation des enseignants ?. Rennes (France) : Presses Universitaires de Rennes.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 
– Condette, J.-F. (2017). Les personnels d’inspection Contrôler, évaluer, conseiller les enseignants. Retour sur une histoire, France-Europe (XVIIe-XXe siècle). Rennes (France) : Presses Universitaires de Rennes.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Lensmire, A. & Schick, A. (2017). (Re)narrating Teacher Identity Telling Truths and Becoming Teachers. New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien : Peter Lang.  [ S’INSÉRER DANS L’ENSEIGNEMENT : L’INSERTION PROFESSIONNELLE, AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Veillard, L. (2017). La formation professionnelle initiale. Apprendre dans l’alternance entre différents contextes. Rennes (France) : Presses Universitaires de Rennes.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 

Mémoires et thèses

– Auclair Tourigny, M. (2017). Besoins de soutien des enseignants du primaire québécois : analyse thématique de leurs perceptions en vue d’offrir des pistes d’amélioration pour quatre aspects de leur pratique professionnelle. Thèse de doctorat inédite, Université de Sherbrooke, Sherbrooke, Québec.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Coulibaly, S. A. (2017). L’appropriation des pratiques d’évaluation intégrée à l’apprentissage dans un contexte d’approche par compétences par les enseignants du secondaire au Mali. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Harnois, M.-C. (2017). Le sentiment d’efficacité personnelle d’enseignants et d’enseignantes du secondaire en formation et en exercice à l’égard de leur gestion de classe dans le cadre de la pédagogie à valeur entrepreneuriale. Mémoire de maîtrise inédit, Université de Sherbrooke, Sherbrooke, Québec.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE, S’INSÉRER DANS L’ENSEIGNEMENT : L’INSERTION PROFESSIONNELLE] Lire… 
– Mamas Mavoungou, E. L. (2017). Les rapports personnels des enseignants du primaire aux objets «variation» et «covariation» comme conséquence des choix institutionnels pour leur formation initiale. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec.  [SE FORMER À L’ENSEIGNEMENT : LA FORMATION PROFESSIONNELLE INITIALE ET CONTINUE] Lire… 

Rapports et études

– Blanden, J., Hansen, K. & McNally, S. (2017). Quality in Early Years Settings and Children’s School Achievement. (Rapport no. 1468). Londres : Centre for Economic Performance (CEP), London School of Economics and Political Science. Lire… 
– Broughman, S., Rettig, A. & Peterson, J. (2017). Characteristics of Private Schools in the United States: Results From the 2015–16 Private School Universe Survey First Look. Washington, DC : National Center for Education Statistics (NCES), U.S. Department of Education. Lire… 
– Carlson, A. G., Curby, T. W., Brown, C. A., Trygstad, K. M. & Truong, F. R. (2017). Equitable Education for All: Using a Comprehensive Instructional Model to Improve Preschool Teacher Practices. Washington, DC : AppleTree Institute for Education Innovation.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 
– Taie, S. & Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey First Look. Washington, DC : National Center for Education Statistics (NCES), U.S. Department of Education.  [AGIR COMME PROFESSIONNEL DE L’ENSEIGNEMENT : LE TRAVAIL] Lire… 

Périodiques professionnels

– Apprendre et enseigner aujourd’hui, 6 (2) 2017 Lire… 
– eLearn Magazine, 2017 2017 Lire… 
– Phi Delta Kappan, 98 (8) 2017 Lire… 
– PROF, le magazine des professionnels de l’enseignement (34) 2017 Lire… 

Revues scientifiques

– Éducation et sociétés. Revue internationale de sociologie de l’éducation (38) 2016/2 Lire… 
– Nouveaux cahiers de la recherche en éducation, 19 (1) 2016 Lire… 
– Recherche et formation (80) 2015 Lire… 
– Revue française de pédagogie : recherches en éducation (194) 2016 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 119, juin 2017 : L’accompagnement à l’école : dispositifs et réussite des élèves Lire… 
– Dossier de veille de l’IFÉ n° 118, mai 2017 : À la recherche de l’autonomie des établissements Lire… 
– Dossier de veille de l’IFÉ n° 117, avril 2017 : Je dis, tu parles, nous écoutons : apprendre avec l’oral Lire… 
– Dossier de veille de l’IFÉ n° 116, mars 2017 : Recherche ou enseignement : faut-il choisir ? Lire… 

Colloques en éducation

– Colloque international Alternance : Formation et Transformation Lire… 
– 2018 9th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E 2018) Lire… 
– The 2018 International Academic Multidisciplinary Research Conference in Las Vegas Lire… 
– Clute International Conference on Education Orlando Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:  http://crifpe.ca/veille

Responsable : Richard Croteau LL.L., M.Sc.