These scenarios can be considered as "boundary objects" facilitating the negotiation and collaboration between developers and CoPs' members. Acceptability and adaptability of tools and services could be achieved through an iterative and participative process involving developers and CoPs' members in the co- development of scenarios of use. CoPs need new tools and services that are acceptable to them and capable of adapting to their existing virtual environment and evolving needs. the inadequacy of tools used by the communities in supporting individual and organizational learning processes as well as knowledge and identity building of CoPs. However, recent research has underlined several problems: the lack of adequate scaffolding in terms of technical support and appropriate use of technology for communication and collaboration, the lack of tools and virtual environments to support real-life problem-solving and the reification of knowledge. More and more CoPs have chosen virtual environments and services to support their activities. A research‐based, cross‐school alternative for reflection and change is proposed, with a focus on bridging the gap between peer exchanges, the interventions of external resource people, and the greater likelihood of actual change at the classroom level. The claim is made here that (a) it does not take into account the more ‘artisan’ or ‘craft‐centered’ nature of work in the classroom, (b) that it is overly school‐centered, and (c) that it under‐estimates the real gradient of instructional change. Even in its present form, however, the concept is problematic. From its initial, more restrictive and individual sense of in‐service training, it has taken on institutional, even systemic dimensions, and has been identified as a pre‐condition for thorough‐going school reform.
Demon palette sans password#
‘Professional development’ has become a password to a variety of activities ranging from self‐directed experimentation in the classroom to full‐blown research projects with peers and, occasionally, with external sources of expertise. Our research on teaching practice considered as school based actions, interactions and transactions focus on two particular problematics : on one side an attempt to characterize, valid variables allowing to explore the internal organization of teaching practice, and on the other side the multidisciplinary approach of a particular teaching practice to account for the structuring or various dimensions at stake in the situation and for the collaboration of actors developing a balanced construction.
Nos recherches sur les pratiques enseignantes définies comme des actions, des interactions et des transactions en situation, s'articulent autour de deux problématiques distinctes : d'une part un essai de caractérisation des variables organisatrices stables des pratiques enseignantes pour en dégager l'organisation interne et d'autre part une analyse pluridisciplinaire d'une activité enseignante singulière pour rendre compte de l'articulation des multiples dimensions en jeu dans la situation et de la co-construction d'un équilibre par les acteurs.
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