10 research outputs found
Le dossier de formation: un outil pour la réflexion sur les expériences professionnelles et le développement de compétences d'autorégulation
Se former dans le champ de la formation professionnelle engendre actuellement de nombreux challenges pour les apprentis. (afin dâallĂ©ger le texte, seul le masculin sera utilisĂ©, Ă©tant entendu quâ«apprenti» se dĂ©cline au masculin comme au fĂ©minin). Ils poursuivent le double objectif de se qualifier tout en Ă©tant directement intĂ©grĂ©s au monde du travail. Ils doivent rapidement fonctionner de façon indĂ©pendante et efficace, afin de rĂ©pondre aux exigences des postes quâils occupent. DĂšs lors, des compĂ©tences dâautorĂ©gulation des apprentissages et la mobilisation de stratĂ©gies dâapprentissage adĂ©quates sont indispensables. En situation de travail, lâexpĂ©rience constitue une base indispensable Ă tout apprentissage. Mais comme de nombreux modĂšles de lâapprentissage lâont mis en Ă©vidence (lâapprentissage Ă la place de travail, lâapprentissage expĂ©rientiel, la didactique professionnelle ou encore la thĂ©orie historico-culturelle de lâapprentissage), il ne peut y avoir dâapprentissage sans une forme de prise de conscience, dâanalyse et de rĂ©flexion sur lâaction. La rĂ©flexion sur les expĂ©riences professionnelles au sein de dossiers de formation constitue ainsi un moyen efficace de rĂ©pondre aux challenges des apprentis engagĂ©s en formation professionnelle. De nombreuses recherches ont dĂ©montrĂ© sa pertinence en regard du dĂ©veloppement de compĂ©tences mĂ©tacognitives, dâautorĂ©gulation des apprentissages et de la performance. Au sein de cette thĂšse de doctorat, les dossiers de formation sont conceptualisĂ©s comme des outils mĂ©diateurs. Ils permettent lâutilisation de questionnements mĂ©tacognitifs qui guident la rĂ©flexion, stimulent la mobilisation de stratĂ©gies dâapprentissage et fournissent aux apprentis des occasions de solliciter des feedbacks de la part de leur formateur en entreprise et de confronter lâĂ©valuation de ce dernier avec leur propre Ă©valuation de leurs compĂ©tences. Au fur et Ă mesure, lâapprenti intĂšgre cette dĂ©marche de questionnement et acquiert des compĂ©tences lui permettant de faire face Ă la nĂ©cessitĂ© dâapprendre tout au long de sa carriĂšre. Un dossier de formation en ligne : le « Mobile and Online Learning Journal » (MOLJ) a Ă©tĂ© dĂ©veloppĂ© pour des apprentis boulangers-pĂątissiers-confiseurs, puis adaptĂ© en fonction des besoins dâapprentis cuisiniers. Il se compose dâun livre de recettes, dâun dossier de formation stimulant la rĂ©flexion Ă lâaide de questionnements mĂ©tacognitifs et dâun Smartphone afin de capturer des expĂ©riences professionnelles sous forme dâimages et de les envoyer au sein du dossier de formation ou du livre de recettes. Cette thĂšse de doctorat cumulative est composĂ©e de trois publications et dâun « chapeau ». Elle aborde les questions de recherche suivantes : « Dans quelle mesure les apprentis dĂ©veloppent-ils des compĂ©tences dâautorĂ©gulation de leurs apprentissages Ă travers lâusage du MOLJ ? Quels usages du MOLJ font-ils ? Quels sont les facteurs susceptibles dâinfluencer lâutilisation du MOLJ par les apprentis ? Quel niveau de rĂ©flexion les apprentis atteignent-ils au sein de leurs rĂ©ponses aux questionnements mĂ©tacognitifs ? La rĂ©alisation de dossiers de formation est-elle liĂ©e Ă la performance et aux apprentissages des apprentis ?». La mĂ©thodologie de recherche adoptĂ©e est celle dâune « recherche scientifique sur le terrain ». La rĂ©colte de donnĂ©es sâest dĂ©roulĂ©e sur une pĂ©riode de deux ans auprĂšs dâune classe de 16 apprentis ayant utilisĂ© le MOLJ durant les deux derniĂšres annĂ©es de leur formation. La mĂ©thode de rĂ©colte de donnĂ©es retenue est celle des « mixed method research ». Les donnĂ©es collectĂ©es consistent en un ensemble de traces laissĂ©es par les apprentis et leurs formateurs lors de leur utilisation du MOLJ ou de traces produites pour les besoins de la recherche (entretiens et questionnaires). Nos analyses dĂ©montrent que lâĂ©criture guidĂ©e Ă lâaide de questionnements mĂ©tacognitifs au sein de dossiers de formation engendre la mobilisation de stratĂ©gies dâapprentissage et participe au dĂ©veloppement de compĂ©tences dâautorĂ©gulation. Les apprentis ont spontanĂ©ment tendance Ă utiliser davantage les fonctions non rĂ©flexives du MOLJ. Mais lorsquâils acceptent dâentrer dans une dĂ©marche de rĂ©flexion sur leurs expĂ©riences professionnelles et quâun soutien et des guidages appropriĂ©s leur sont fournis par le formateur en entreprise et lâenseignant Ă lâĂ©cole professionnelle, les apprentis mobilisent des stratĂ©gies dâapprentissage variĂ©es. Par consĂ©quent, on constate une augmentation de leur performance aux examens finaux. Enfin, des recommandations Ă lâĂ©gard des instances politiques, des formateurs en entreprise, des enseignants Ă lâĂ©cole professionnelle et des apprentis eux-mĂȘmes sont formulĂ©es sur la base de la littĂ©rature concernĂ©e et de nos propres rĂ©sultats de recherche afin de promouvoir un usage efficace des dossiers de formation en formation professionnelle pour apprendre. (Mots clĂ©s : rĂ©flexion, autorĂ©gulation, stratĂ©gies dâapprentissage, dossiers de formation, questionnements mĂ©tacognitifs, performance)
How Often and for What Purposes Apprentices Seek Help in Workplaces: A Mobile Technology-Assisted Study
In the âdual' system of vocational training, working in company represents the major part of training. At the workplace, apprentices are expected to acquire the typical skills of their profession but, at the same time, to contribute to the production of the company. For this reason apprentices are expected to carry out activities on their own from early on in their training and to ask for help only when they need it. Learning to ask questions and to seek help appropriately is, therefore, an important competence for learners to acquire during vocational training, just as it is important for the company to offer the learner every opportunity to ask for help when needed. In this study, we used mobile phones to follow at a distance 19 apprentices in car mechanics at the workplace. We then analyzed a corpus of approximately 77 hours of work, in search of all questions and requests they addressed during this time. Data show that requests for information are twice as frequent as requests for assistance (i.e. intervention or physical help) and that all together, requests are introduced more often by more advanced apprentices than by those in the early stages of their training. These findings are linked with the facts that: a) bringing apprentices to be autonomous early in their work is a deciding factor of the philosophy of work in many of the enterprises training apprentices, b) more advanced apprentices are given more complex tasks to work on, c) more advanced apprentices work more is often undertaken in collaboration with an expert car mechanics and d) questions and requests for help are more likely to be addressed when working collaboratively than when working alone. These findings are interpreted as evidences of a natural regulation which takes place at the workplace between the learner's engagement and the workplace affordance
How Often and for What Purposes Apprentices Seek Help in Workplaces: A Mobile Technology-Assisted Study
ISSN:1874-785XISSN:1874-786
What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies
Abstract Background The current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called âLearnDocâ, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learnersâ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learnersâ final exam performance. Methods The LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (Nâ=â132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach. Results Results indicate a significant link between learning journal pacing patterns and learnersâ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies âplanning, monitoring, debuggingâ while weaker students focused more on âevaluationâ. Findings suggest that studentsâ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies. Conclusions These results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training
Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training
While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices' workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors' participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training
Developing Students' Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications
Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupilsâ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10â11). We combine the specific language learning of the unitâtalking about ourselves, people and their feelingsâwith the development of pupilsâ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons
Accessibilité et participation sociale
La Convention relative aux droits des personnes handicapĂ©es (CDPH) adoptĂ©e en 2006 par lâONU rĂ©affirme le principe selon lequel les personnes vivant une situation de handicap jouissent des mĂȘmes droits de participer Ă la vie politique et communautaire que tout autre citoyen ou citoyenne. A travers lois, rĂšglements ou conventions, les Etats ayant signĂ© et ratifiĂ© cette convention Ă©tablissent des politiques qui dessinent les orientations Ă suivre en faveur du dĂ©veloppement de pratiques inclusives. Cependant, pour les personnes en situation de handicap, lâĂ©cart entre les lois et les pratiques peut sâavĂ©rer important tant les attitudes nĂ©gatives, les prĂ©jugĂ©s, les lacunes dans lâorganisation des services et les problĂšmes dâaccessibilitĂ© sont lents Ă disparaĂźtre. Passer du principe Ă la rĂ©alitĂ© peut souvent sembler utopique. Pourtant, des initiatives citoyennes et scientifiques menĂ©es avec succĂšs dĂ©montrent que lâĂ©mancipation des personnes avec une dĂ©ficience intellectuelle est en marche et que lâautodĂ©termination tend Ă devenir une rĂ©alitĂ© pour une partie croissante dâentre elles. Pour les enfants, on s'oriente vers une scolarisation plus inclusive, pour les adultes des dispositifs en vue dâune plus grande autonomie dans les choix de vie fondamentaux sont sporadiquement mis en place. Les contributions prĂ©sentĂ©es dans cet ouvrage sont issues dâexpĂ©riences de personnes concernĂ©es, de professionnel·le·s, de chercheur·e·s et dâĂ©tudiant·e·s de diffĂ©rents pays francophones (Suisse, France, Belgique, Canada) et offrent des pistes de rĂ©flexion et dâaction en vue dâune concrĂ©tisation de lâĂ©galitĂ© des droits