Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL

Analysis of ligation and DNA binding by Escherichia coli DNA ligase (LigA).

NAD+-dependent DNA ligases are essential enzymes in bacteria, with the most widely studied of this class of enzymes being LigA from Escherichia coli. NAD+-dependent DNA ligases comprise several discrete structural domains, including a BRCT domain at the C-terminus that is highly-conserved in this group of proteins. The over-expression and purification of various fragments of E. coli LigA allowed the investigation of the different domains in DNA-binding and ligation by this enzyme. Compared to the full-length protein, the deletion of the BRCT domain from LigA reduced in vitro ligation activity by 3-fold and also reduced DNA binding. Using an E. coli strain harbouring a temperature-sensitive mutation of ligA, the over-expression of protein with its BRCT domain deleted enabled growth at the non-permissive temperature. In gel-mobility shift experiments, the isolated BRCT domain bound DNA in a stable manner and to a wider range of DNA molecules compared to full LigA. Thus, the BRCT domain of E. coli LigA can bind DNA, but it is not essential for DNA nick-joining activity in vitro or in vivo

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL

Tándem : didáctica de la educación física

Resumen tomado de la publicación. Monográfico con el título: Estándares de aprendizajePresenta una valoración del estado del currículo de educación física en Francia. Además, en la medida en que las instrucciones oficiales son el reflejo de modelos teóricos dominantes en una época convendrá poner en evidencia las ideas que permiten comprender la lógica que dirigió su redacción. A este respecto, señala que, tanto en sus concepciones como en sus disposiciones, la educación física francesa ha estado más preocupada por justificar su posición en el espacio escolar que por reivindicar su identidad. Finalmente, intenta proponer algunos argumentos para explicar la dificultad que encuentra la educación física francesa para apropiarse de un objeto específico de enseñanza.CataluñaBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]

Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3

La récente constitution d’un cycle CM1-CM2-6ème appelle un changement des pratiques enseignantes afin d’assurer une continuité des apprentissages des élèves entre l’école élémentaire et le collège. La systématisation de certains « formats pédagogiques » de façon synchronique (entre les disciplines) et diachronique (tout au long du cycle) peut constituer un vecteur de stabilisation des apprentissages dans la transition inter-degrés. A partir d’une conception socioculturelle des processus d’apprentissage-développement, cet article rend compte d’une recherche collaborative visant à accompagner les enseignants d’un réseau école-collège à construire, à partir d’un modèle commun, des dispositifs d’apprentissage coopératif innovants et à les mettre en œuvre en classe. Du point de vue méthodologique, des données qualitatives analysant l’impact de la mise en œuvre de ces dispositifs sur l’activité des enseignants en classe ont été couplées à des données quantitatives visant à examiner les effets de cette démarche pédagogique sur des dimensions psychosociales liées au bien-être des élèves. D’une part, les résultats soulignent l’importance de considérer la mise en œuvre des dispositifs coopératifs dans leurs dimensions à la fois génériques et disciplinaires. D’autre part, ils mettent en évidence des effets significatifs de ce type de dispositifs sur la motivation autodéterminée des élèves. Enfin, des pistes sont tracées pour optimiser la démarche de recherche collaborative ainsi que son impact sur les acquisitions des élèves.In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil’s learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils’ psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils’ acquisitions

Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3

In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil’s learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils’ psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils’ acquisitions

Effet des moyens de contrôle sur le bien-être du patient en rééducation : élaboration d’un outil d’évaluation

National audienceno abstrac

Les nouvelles technologies de l'information et de la communication constituent-elles une aide à l'apprentissage des élèves en Éducation Physique et Sportive ?

International audienc

Relationships between social interactions and acquisitions: do mixed methods provide added value in physical education contexts?

Purpose: This article is centered on the Mixed Methods Research (MMR) used by the “Sports Life” research team to analyze the conditions under which social interactions are developed in the physical education (PE) setting and PE teacher training context. Firstly, we focus on the value of combining various types of quantitative data with the verbalization occurrences comprised in the interactive dynamics between students to learn motor skills within dyads or cooperative groups. Secondly, combining self-reported measurements and self-confrontation interviews, we examine whether integrating a cooperative learning design into pre-service teacher training might impact their motivation to teach physical practice later. Finally, because the social interaction issue suggests going beyond the respective roles of student/teacher, a forward-looking debate is conducted on the articulation of data collection in order to handle this complexity in a holistic manner