Veille scientifique du CRIFPE | No. 231, 14 janvier 2021

Livres

Dalongeville, A. et Éthier, M.-A. (2020). Réussir dans ma classe – 5 changements clés. Lyon, France : Chronique Sociale.
Lafleur, F. et Samson, G. (dir.) (2020). État de situation sur l’hybridité de la formation à distance en contexte postsecondaire, tome 2. Ce qu’en disent les recherches. Presses de l’Université du Québec.
LeVasseur, L., Normand, R., Liu, M., Carvalho, L. M. et Oliveira, D. A. (2020). Les politiques de restructuration des professions de l’éducation. Une mise en perspective internationale et comparée. Presses de l’Université Laval.
Richard, M. et Lacelle, N. (dir.) (2020). Croiser littératie, art et culture des jeunes Impacts sur l’enseignement des arts et des langues. Presses de l’Université du Québec.

Revues scientifiques

American Educational Research Journal, 57(6) 2020
Formation et Profession, 28(3) 2020
Formation et Profession, 28(4 hors-série) 2020
Journal of Teacher Education, 72(1) 2021
Review of Educational Research, 91(1) 2021
Sociology of Education, 94(1) 2021

Mémoires et thèses

Beaudoin, C. (2020). Les stéréotypes de genre véhiculés par le personnel enseignant et les garçons à l’égard de la relation enseignant-élève au secondaire. Thèse de doctorat inédite, Université de Sherbrooke.
Maltais, É. (2020). Portrait catégoriel des modifications et des ajustements apportés aux règles budgétaires de la subvention de fonctionnement aux universités du Québec de 1999-2000 à 2019-2020. Mémoire de maîtrise inédit, TÉLUQ.
Rhofir, S. (2020). Pratiques pédagogiques déclarées d’enseignantes en adaptation scolaire soutenant la mémoire de travail chez les élèves ayant un trouble du déficit de l’attention. Mémoire de maîtrise inédit, Université du Québec en Outaouais.
Tomaz da Silva, T. K. (2020). Besoins rapportés par des enseignants de classe inclusive préscolaire et primaire dans la mise en place de pratiques différenciées à l’intention d’élèves présentant un trouble du spectre de l’autisme (TSA). Mémoire de maîtrise inédit, Université de Sherbrooke.

Rapports et études

Lemieux, O., Bernatchez, J. et Delobbe, A.-M. (2020). Gestion de crise sanitaire en milieu scolaire : Recueil de pratiques rapportées par 12 directions d’établissement. Centre de transfert pour la réussite éducative du Québec.
OCDE (2021). Formation des enseignants et utilisation des technologies de l’information et de la communication face à la crise de la COVID-19. OCDE.
Statistique Canada (2020). Indicateurs de l’éducation au Canada : une perspective internationale. Gouvernement du Canada.
Vlasie, D. (2021). Santé et bien-être du personnel enseignant. Conseil supérieur de l’éducation du Québec.

Périodiques professionnels

AQPC, 34 – Hiver 2021
Cahiers pédagogiques, (56) 2021
Enjeux pédagogiques, (35) 2020
Vive le primaire, 33(4) 2020

Colloques en éducation

6e Colloque international sur l’enseignement du français langue étrangère
3rd International Conference on Advanced Research in Education
5th Canadian International Conference on Advances in Education, Teaching & Technology 2021 (EduTeach2021)
The Science of Teaching During a Pandemic : Creating Motivated, Focused, Active, Autonomous Learners
9e Sommet du numérique en éducation
8e Colloque international en éducation : enjeux actuels et futurs de la formation et de la profession enseignanteVeille scientifique du CRIFPE | No. 231, 14 janvier 2020

IxD&A Special issue N. 46: Learning and learning ecosystems in the time of Covid-19

International Journal on Interaction Design & Architecture(s) – IxD&A

– a SCOPUS and Web of Science – Emerging Sources (Thomson Reuters) indexed Journal –
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Special issue N. 46
on:
Learning and learning ecosystems in the time of Covid-19
guest editors: ASLERD

is now available for free downloading -> link

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IxD&A implements the Gold Open Access road to its contents with no charge to the authors

If you wish to help us in improving the quality of the journal, please donate:
https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=5EUX7CQ3GKSSG
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IxD&A Journal, issue N. 46 – ToC

Preface link
to the special issue

The Year of Living Dangerously
by ASLERD Executive Committee
Carlo Giovannella (President), Mihai Dascalu, Gabriella Dodero, Oscar Mealha, Matthias Rehm
pp. 5 – 12

Kee-Man Chuah and Fitri Suraya Mohamad
Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers
pp. 13 – 28

Jenna Conan Simpson
Distance learning during the early stages of the COVID-19 pandemic: Examining K-12 students’ and parents’ experiences and perspectives,
pp.  29 – 46

Terje Väljataga, Katrin Poom-Valickis, Kirsti Rumma, Kati Aus
Transforming higher education learning ecosystem: teaching staff perspective,
pp. 47 – 69

Chun-Hua Tsai, Guillermo Romera Rodriguez, Na Li, Jenay Robert, Alex Serpi, John M. Carroll
Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic,
pp. 70 – 87

Mohammad Rokibul Kabir, Md. Aminul Islam, Shahera Afroz Deena
Explaining the adoption of technology-based design of higher education during and after COVID 19 period from a developing country perspective
pp. 88 – 119

Carlo Giovannella and Marcello Passarelli
The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers’ perspective,
pp. 120 – 136

Andrea Manciaracina
A tool for designing hybrid learning contexts in higher education,
pp. 137 – 155

Eleonora Faggiano and Federica Mennuni
A tool for designing hybrid learning contexts in higher education,
pp. 156 – 174
 

Call for Chapters – Open Access Book: What Teacher Educators Should Have Learned from 2020

Call for Chapters – Open Access Book:

What Teacher Educators
Should Have Learned from 2020


Published by AACE —
Assn. for the Advancement of Computing in Education

&

SITE — Society for Information Technology
and Teacher Education
Submissions Due: January 15The year 2020 significantly impacted all facets of our lives, including education. The COVID-19 pandemic obviously pushed Pre K-12 and postsecondary education online. It also changed how we publish and share ideas. There are several lessons that could have been learned—or should be learned—from a year of such experiences. All of these lessons require action on the part of teacher educators and colleges of education. These lessons stem from the shining examples of teachers and teacher educators using technology to transform teaching and learning.

This book will feature lessons learned. Examples include:
 augmented and virtual reality for preservice teacher education, the need for continuous and situated professional development, rapid publishing for just-in-time response,   returning to our instructional design roots,and much more!Freely Available & Distributed
Internationally for AACE by LearnTechLib

Because of the critical need for K-20 educators to have and use this information for the benefit of their students, this book will be freely distributed by LearnTechLib – The Learning and Technology Library.

Receive the previous open access book, Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field, here.
Chapter Submission Guidelines3,000 – 5,000 words maximumMust be submitted online by January 15, 2021Must address the intersection of technology & teacher educationShould not be reports of single research studies Should follow the format outlined in the full call documentShould not attempt to sell software, commercial products, or specific university courses