23 research outputs found
Peer Education: Perceptions of Student Learning in Online and In-Person Tutoring Sessions
Post-secondary peer education provides both academic support and employment opportunities for students. Traditionally, this valuable resource has been held in person at specified tutoring centers on college campuses. Recently, in the light of the COVID-19 pandemic, the need for online academic support options is higher than ever. This study surveyed both tutors and students who taught or attended tutoring through both in-person and online formats throughout their time at South Dakota State University (SDSU). Twenty-six tutors and forty students completed this survey to generate both quantitative and qualitative data. Results of both the tutor and student survey showed that an in-person peer education format is overwhelmingly preferred. This can be explained by technology issues, lack of student engagement online, and the challenge of transitioning previously successful teaching strategies to an online format. All parties agree that going forward, a combination of both online and in-person tutoring offerings, or solely in-person tutoring, will best meet studentsâ needs and expectations
Peer Education: Perceptions of Student Learning in Online and In-Person Tutoring Sessions
Post-secondary peer education provides both academic support and employment opportunities for students. Traditionally, this valuable resource has been held in person at specified tutoring centers on college campuses. Recently, in the light of the COVID-19 pandemic, the need for online academic support options is higher than ever. This study surveyed both tutors and students who taught or attended tutoring through both in-person and online formats throughout their time at South Dakota State University (SDSU). Twenty-six tutors and forty students completed this survey to generate both quantitative and qualitative data. Results of both the tutor and student survey showed that an in-person peer education format is overwhelmingly preferred. This can be explained by technology issues, lack of student engagement online, and the challenge of transitioning previously successful teaching strategies to an online format. All parties agree that going forward, a combination of both online and in-person tutoring offerings, or solely in-person tutoring, will best meet studentsâ needs and expectations.https://openprairie.sdstate.edu/honors_isp/1011/thumbnail.jp
Discours sur lâĂ©cole en crise en France : Entre mĂ©diatisation et rĂ©sistance
Cet article interroge les discours sur la crise de lâĂ©cole en France Ă partir dâune analyse dâarticles issus du quotidien français Le Monde, puis dâun examen des discours mĂ©diatisĂ©s sur lâĂ©cole par des chercheurs et penseurs de lâĂ©cole, et les dĂ©fenseurs de lâĂ©cole rĂ©publicaine, et enfin la prĂ©sentation critique du dĂ©bat sur lâĂ©cole organisĂ© en 2003â2004. Cette recherche visait Ă examiner la part de construction mĂ©diatique et politique qui entre dans cette expression, aussi souvent convoquĂ©e que peu dĂ©finie. Il sâagissait donc de mesurer lâeffet de contamination de cette thĂ©matique de crise de lâĂ©cole dans lâopinion et les discours communs. MotsâclĂ©s : crise de lâĂ©cole, France, mĂ©diatisation This article deals with discourses about âcrisisâ in France based on analysis of articles written in the French daily newspaper Le Monde, and from an investigation of speeches given publicity in the media about the school system by researchers and thinkers, and by the defenders of the republican school. Finally, we will discuss the critical presentation of a public debate on schools organized during the 2003/2004 schoolyear in France. This research aimed at examining the construction process of the concept Êșschool crisisÊș by the media and politicians, a concept that is often mentioned and less defined. It sought to measure the effect of the contamination of the issue of school crisis on public opinion and in common. Key words: school crisis, France, media
Les indicateurs temporels du développement professionnel des professeurs des écoles néo-titulaires : entre temporalité institutionnelle et temporalité personnelle ?
Notre recherche explore la question du dĂ©veloppement professionnel des professeurs des Ă©coles nĂ©o-titulaires, câest-Ă -dire des enseignants dĂ©butant dans le mĂ©tier et qui comptabilisent entre une et trois annĂ©es dâexpĂ©rience sur le terrain, aprĂšs leur sortie dâIUFM. Il apparaĂźt que ce long continuum, quâest le processus de dĂ©veloppement professionnel enseignant, est caractĂ©risĂ© par des phases. Celles-ci sâinscrivent dans une double temporalitĂ© Ă la fois institutionnelle et personnelle. Notre article vise Ă mettre au jour les diffĂ©rentes phases telles quâelles sont Ă©noncĂ©es dans les discours officiels et Ă travers les entretiens que nous avons menĂ©s avec des professeurs des Ă©coles nĂ©o-titulaires. Il repose donc sur une analyse conjointe de textes officiels et dâentretiens. In fine, nous interrogerons la maniĂšre dont les discours institutionnels, sur lâentrĂ©e dans le mĂ©tier, font ou ne font pas sens pour ces professeurs des Ă©coles nĂ©o-titulaires.Our study explores the question of the professional development of new primary school teachers, meaning teachers who are starting in their teaching career and who have accumulated between one and three years experience in the classroom after they have finished their training in the âIUFMâ. It seems that this long continuum that is the process of professional development is characterized by phases. These are both institutional and personal. Our article aims to shine light on the different phases as they are demonstrated in the official literature and through the research that we have carried out talking to new teachers. This study therefore, rests on evidence based both on official literature and one on one interviews. In short, we are questioning the way that official literature does or does not make sense for post graduate school teachers, on the subject of entry in the teaching career
Comment Ă©valuer la qualitĂ© dâune formation pour lâamĂ©liorer ?
Dans lâenseignement supĂ©rieur, les outils dâĂ©valuation de la qualitĂ©, notamment ceux qui donnent la parole aux Ă©tudiants, se sont largement rĂ©pandus ces derniĂšres annĂ©es. Ces outils, et les processus dans lesquels ils sâinscrivent, visent Ă Ă©valuer la qualitĂ© de divers objets : lâenseignement, les programmes, les apprentissages, etc. Si lâĂ©valuation est pensĂ©e dans une perspective formative, visant le dĂ©veloppement professionnel de lâobjet Ă©valuĂ© (formateur ou filiĂšre de formation par exemple), alors il est lĂ©gitime de se demander si les outils Ă©valuatifs utilisĂ©s servent effectivement ce dĂ©veloppement. Dans cet article, nous nous interrogeons sur la qualitĂ© de la formation dans une institution de lâenseignement supĂ©rieur et commençons par identifier trois niveaux dâĂ©lĂ©ments qui sont supposĂ©s lâinfluencer. Nous proposons ensuite une dĂ©marche dâanalyse dâoutils Ă©valuatifs visant Ă dĂ©terminer dans quelle mesure ceux-ci interrogent la perception des Ă©tudiants sur ces Ă©lĂ©ments dâinfluence. En prĂ©sentant cette dĂ©marche de maniĂšre aussi gĂ©nĂ©rale que possible, nous visons sa transfĂ©rabilitĂ© Ă divers contextes de formation supĂ©rieure. En illustrant enfin cette approche par une mise en pratique dans le contexte dâune haute Ă©cole pĂ©dagogique suisse, destinĂ©e Ă former des enseignants, nous montrons en quoi elle amĂ©liore la comprĂ©hension de lâoutil Ă©valuatif Ă©tudiĂ©, en favorise son Ă©volution ou encore soutient le pilotage dâune filiĂšre de formation. Nous finissons par identifier certaines limites de cette dĂ©marche et en esquissons quelques pistes dâĂ©volution possibles.In higher education, the tools which aim to evaluate quality, especially those that hand over to students, spread these last years. These tools and the process in which they are part of aim to evaluate the quality of various objects as for example teaching, school curricula, learning etc. If evaluation is thought in a formative way aiming the professional development of the evaluated object (teacher or training stream for example) then itâs legitimate to ask oneself if the tools used for evaluation are really favourable for this development. In this article we are questioning the quality of the training in a University of Teacher Education and are beginning with identifying three levels of elements which are supposed to have effect on the quality of training. Then we are showing an analysis process of evaluative tools aiming to determine to what extent they are asking the studentsâ perceptions about these influent levels. We are showing this process in its most general features in order to let it be transferable to other contexts of higher education. And then we are showing the way this process has operated in our University of Teacher Education in Switzerland in letting show to what extent it contributes to the understanding of the studied evaluating tool, its evolution, or its impact on the management of a training stream. Finally, we are identifying some limits associated to this process and pointing some possible ways of evolution
vPIF-1 is an insulin-like antiferroptotic viral peptide
Iridoviridae, such as the lymphocystis disease virus-1 (LCDV-1) and other viruses, encode viral insulin-like peptides (VILPs) which are capable of triggering insulin receptors (IRs) and insulin-like growth factor receptors. The homology of VILPs includes highly conserved disulfide bridges. However, the binding affinities to IRs were reported to be 200- to 500-fold less effective compared to the endogenous ligands. We therefore speculated that these peptides also have noninsulin functions. Here, we report that the LCDV-1 VILP can function as a potent and highly specific inhibitor of ferroptosis. Induction of cell death by the ferroptosis inducers erastin, RSL3, FIN56, and FINO2 and nonferroptotic necrosis produced by the thioredoxin-reductase inhibitor ferroptocide were potently prevented by LCDV-1, while human insulin had no effect. Fas-induced apoptosis, necroptosis, mitotane-induced cell death and growth hormone-releasing hormone antagonist-induced necrosis were unaffected, suggesting the specificity to ferroptosis inhibition by the LCDV-1 VILP. Mechanistically, we identified the viral C-peptide to be required for inhibition of lipid peroxidation and ferroptosis inhibition, while the human C-peptide exhibited no antiferroptotic properties. In addition, the deletion of the viral C-peptide abolishes radical trapping activity in cell-free systems. We conclude that iridoviridae, through the expression of insulin-like viral peptides, are capable of preventing ferroptosis. In analogy to the viral mitochondrial inhibitor of apoptosis and the viral inhibitor of RIP activation (vIRA) that prevents necroptosis, we rename the LCDV-1 VILP a viral peptide inhibitor of ferroptosis-1. Finally, our findings indicate that ferroptosis may function as a viral defense mechanism in lower organisms
Rapport au métier, rapport au savoir : une recherche sur les nouveaux professeurs des écoles
The aim of this doctoral work is to understand the relationship to the profession that school teachers, who are new to the profession, have at the time of this pivotal period in their career, when they are less frequently the subject of research than their counterparts in secondary education. A review of the literature on teaching professionalism reveals different relationships to the profession, based on different relationships to knowledge, between primary and secondary school teachers (Duru-Bellat, Van Zanten (1999); Isambert-Jamati (1985); Terrail (2004)). These studies highlight the fact that the relationship between secondary school teachers and their profession is based on a stronger attachment to disciplinary knowledge. On the other hand, we do not have any research that sheds light on the relationship between primary school teachers and their profession. Our study, which is part of a comprehensive approach, is therefore intended to contribute to an understanding of the relationship of new teachers in primary education to their profession, through the prism of their relationship to knowledge. What is specific about the relationship of school teachers to their profession? Does their own relationship to knowledge influence the relationship they have with their pupils? These are the questions that underlie our research. They are the subject of an empirical study based on a corpus of 30 semi-structured interviews conducted with new teachers with between one and three years' experience. We conducted a discourse analysis of the corpus.Translated with www.DeepL.com/Translator (free version)Ce travail doctoral vise Ă comprendre le rapport au mĂ©tier quâentretiennent des professeurs des Ă©coles, nĂ©o-titulaires, au moment de cette pĂ©riode charniĂšre de la carriĂšre que constitue lâentrĂ©e dans le mĂ©tier, alors quâils font globalement plus rarement que leurs homologues du second degrĂ© lâobjet de recherches. La revue de la littĂ©rature, consacrĂ©e Ă la professionnalitĂ© enseignante, met au jour des rapports diffĂ©rents au mĂ©tier, fondĂ©s sur des rapports diffĂ©rents au savoir, entre enseignants du premier et du second degrĂ© (Duru-Bellat, Van Zanten (1999) ; Isambert-Jamati (1985) ; Terrail (2004)). Ces travaux mettent notamment en exergue le fait que le rapport au mĂ©tier des professeurs du second degrĂ© se fonderait sur un attachement plus fort aux savoirs disciplinaires. En revanche, nous ne disposons pas de recherches qui Ă©clairent le rapport au mĂ©tier des enseignants du premier degrĂ©. Notre Ă©tude, qui sâinscrit dans une approche comprĂ©hensive, se veut donc une contribution Ă la comprĂ©hension du rapport au mĂ©tier des enseignants nĂ©o-titulaires du premier degrĂ©, Ă travers le prisme de leur rapport au savoir. Quâest-ce qui fait la spĂ©cificitĂ© du rapport au mĂ©tier des professeurs des Ă©coles ? Leur propre rapport au savoir exerce-t-il une influence sur les rapports quâils entretiennent avec leurs Ă©lĂšves ? Telles sont les interrogations qui sous-tendent notre recherche. Elles font lâobjet dâune Ă©tude empirique qui repose sur un corpus de 30 entretiens semi-directifs, menĂ©s auprĂšs de professeurs des Ă©coles nĂ©o-titulaires, ayant entre une et trois annĂ©es dâexpĂ©rience. Nous avons procĂ©dĂ© Ă une analyse discursive du corpus
Wittorski, R. & Briquet-Duhazé, S. (Eds.), Comment les enseignants apprennent-ils leur métier ?
Cet ouvrage collectif a Ă©tĂ© Ă©laborĂ© par lâĂ©quipe « Professionnalisation des enseignants » de lâIUFM de Rouen, Ă laquelle se sont associĂ©s des chercheurs des IUFM de Caen et de Nantes. Ce sont les actes du symposium « formation et travail : dynamique de professionnalisation dâenseignants des premier et second degrĂ©s » du congrĂšs AREF (2007) qui le composent. Il vise Ă comprendre comment les enseignants apprennent leur mĂ©tier, par la formation en alternance mais Ă©galement par les expĂ©riences pr..
La refonte dâun rĂ©fĂ©rentiel de compĂ©tences : processus et enjeux
This article is about the process of reworking the skillsâ repository in a University of Teacher Education in Switzerland who are training for teaching in high or grammar schools. In a first time, once the main notions have been defined, we are presenting the questions at the origin of this research and the methodology used to achieve the process.In a second time, we are highlighting the more professionalizing aspects of the new repository and pointing out ideas that can lead to a better harmonization with the curricula and more adequacy between the different levels that render the notion of professionalization. They are based on a compared analysis of both repositories
La perception de lâeffet des modalitĂ©s dâanalyse de pratiques (avec ou sans vidĂ©o) sur le dĂ©veloppement identitaire et rĂ©flexif dâĂ©tudiants en formation Ă lâenseignement
Notre recherche sâinscrit dans le cadre dâun institut suisse de formation des enseignants du second degrĂ©. Dans le volet « pratique professionnelle », deux modalitĂ©s pour lâanalyse des pratiques coexistent : lâune mĂ©diatisĂ©e par une sĂ©quence filmĂ©e, lâautre par le rĂ©cit Ă©crit. Dans cet article, nous mettons en exergue la perception de lâeffet des diffĂ©rentes modalitĂ©s, du point de vue des Ă©tudiants, sur leur dĂ©veloppement identitaire et rĂ©flexif et mettons plus particuliĂšrement lâaccent sur la plus-value apportĂ©e par un visionnement vidĂ©o portant sur sa propre activitĂ© et celle de ses pairs.Our research involves a Swiss teacher training college for secondary education. In the âprofessional practiceâ module, there are two methods of analysis: one communicated by a filmed sequence and the other by a written narrative. From a student standpoint, we examine the perceived effect of these mechanisms on the development of their identity and capacity for reflection, while focusing more specifically on the added value gained by watching a video about oneâs own activity and that of oneâs peers