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1
Catalog
PDF - Politiques et pratiques de l'enseignement de la diversité socioculturelle - Cadre de compétences pédagogiques (2010)
Améliorer en Europe la gestion de la diversité à l'école commence par l'établissement d'une formation initiale des maîtres. Les futurs enseignants ont besoin d'une formation spécifique en matière de culture démocratique et de cohésion sociale qui, par la réflexion qu'elle suscite, leur permette d'identifier leurs positions personnelles dans des environnements divers, de développer un sens plus clair de leurs identités ethniques et culturelles, et d'examiner leurs attitudes à l'égard des différents groupes.Cet ouvrage fournit une base de travail pour améliorer la prise en compte des besoins des futurs enseignants en ce domaine. Il présente un cadre de 18 compétences en matière de diversité, mis au point entre 2006 et 2009 par une équipe de spécialistes européens de la formation d'enseignants.Afin d'élargir le débat, quatre tables rondes de consultation ont été organisées, en Autriche, en Bulgarie, à Chypre et en Estonie. Elles ont permis d'examiner le cadre de compétences avec des acteurs clés (fonctionnaires des Etats membres, représentants des gouvernements, formateurs d'enseignants, directeurs d'établissement, chercheurs, enseignants et étudiants), en adoptant une perspective nationale et thématique, et d'en tirer des enseignements.
Première partie - Le développement des compétences en matière de diversité socioculturelle et d'inclusion dans l'éducation - Processus et résultats
Chapitre 1 - Le projet du Conseil de l'Europe «Politiques et pratiques de l'enseignement de la diversité socioculturelle»
1.1. Introduction
1.2. La formation des enseignants: une priorité de la coopération intergouvernementale du Conseil de l'Europe dans le domaine de l'éducation
1.3. Le projet et ses objectifs (2006-2009)
1.3.1. Première phase (2006-2007)
1.3.2. Deuxième phase (2007-2008)
1.3.3. Troisième phase (2008-2009)
1.4. La diversité socioculturelle
Chapitre 2 - Les tables rondes de consultation
2.1. Introduction
2.2. La méthode des tables rondes de consultation
2.3. Les rapports des tables rondes de consultation
2.3.1. Première table ronde de consultation: Autriche
2.3.1.1. Thème principal et contexte
2.3.1.2. Participants
2.3.1.3. Résultats
2.3.2. Deuxième table ronde de consultation: Chypre
2.3.2.1. Theme principal et contexte
2.3.2.2. Participants
2.3.2.3. Résultats
2.3.3. Troisième table ronde de consultation: Bulgarie
2.3.3.1. Thème principal et contexte
2.3.3.2. Participants
2.3.3.3. Résultats
2.3.4. Quatrième table ronde de consultation: Estonie
2.3.4.1. Thème principal et contexte
2.3.4.2. Participants
2.3.4.3. Résultats
Chapitre 3 - Les enseignements tires des tables rondes de consultation
3.1. Les enseignements tires par l'équipe de projet
3.1.1. Identité, origine ethnique et langue
3.1.2. Le contexte de la formation des enseignants
3.1.3. Intégration, inclusion et exclusion
3.2. Les enseignements tires par les participants
Chapitre 4 - Les compétences clés pour la diversité
4.1. Introduction
4.2. Le concept de compétence et son contexte
4.3. La logique sous-tendant l'approche des compétences
4.4. Vue d'ensemble du cadre de compétences
4.5. Les domaines de compétence
4.5.1. Premier groupe de compétences: connaissances et compréhension
4.5.2. Deuxième groupe de compétences: communication et relations
4.5.3. Troisième groupe de compétences: gestion et enseignement
4.6. Des compétences à développer
Chapitre 5 - Recommandations
5.1. Introduction
5.2. Connaissances et compréhension
5.3. Communication et relations
5.4. Gestion et enseignement
Bibliographie
Deuxième partie - Les compétences en action
Chapitre 6 - Exemples de pratiques
6.1. lntroduction
6.2. Liste des exemples de pratiques
1. Les méthodes d'établissement de biographies linguistiques dans la recherche sur l'éducation - Autriche
2. Enseigner les langues minoritaires dans le Burgenland - Autriche
3. La mise en place de zones d'éducation prioritaires - Chypre
4. Réflexion sur la mémoire collective et la culture - Chypre
5. L'interprétation globale des frontières ethniques par les élèves - Chypre
6. La déconstruction des représentations proposées par la télévision - Chypre
7. Axer davantage la formation des enseignants sur la diversité - Estonie
8. Amélioration de la formation pratique et du système de tutorat des jeunes enseignants en Lituanie
9. Scholion - Une plate-forme d'apprentissage pour la formation des enseignants - Autriche
10. La formation des enseignants en matière de diversité ethnoculturelle: l'exemple de l'université de Sofia - Bulgarie
11. La formation des enseignants en matière de diversité ethnoculturelle: l'exemple de l'université de Choumen - Bulgarie
12. Trio: un concept original - Autriche
13. Devons-nous réformer notre système de formation des enseignants? - Estonie
14. Le réseau Jeunes enseignants d'Europe du Nord (NQTNE) - Estonie
Chapitre 7 - Travaux de recherche
7.1. La vie secrète des langues
7. 2. Parler de la mémoire et de la culture collectives dans les écoles multiculturelles: ethnographies critiques des mémoires des minorités
7. 3. Renforcer la diversité socioculturelle dans la formation des enseignants en Estonie
7. 4. Modernisation et évolution future de la théorie et de la pratique interculturelles en Bulgarie
7. 5. Tic ou clin d'oeil? Amener les élèves vers une interprétation profonde des frontières ethniques
7. 6. De la déconstruction des représentations télévisuelles comme moyen d'éducation interculturelle: recherche sur le curriculum analytique informel
7. 7. Méthodes biographiques langagières dans la recherche et l'éducation
Download an extract (1000)
Améliorer en Europe la gestion de la diversité à l'école commence par l'établissement d'une formation initiale des maîtres. Les futurs enseignants ont besoin d'une formation spécifique en matière de culture démocratique et de cohésion sociale qui, par la réflexion qu'elle suscite, leur permette d'identifier leurs positions personnelles dans des environnements divers, de développer un sens plus clair de leurs identités ethniques et culturelles, et d'examiner leurs attitudes à l'égard des différents groupes.Cet ouvrage fournit une base de travail pour améliorer la prise en compte des besoins des futurs enseignants en ce domaine. Il présente un cadre de 18 compétences en matière de diversité, mis au point entre 2006 et 2009 par une équipe de spécialistes européens de la formation d'enseignants.Afin d'élargir le débat, quatre tables rondes de consultation ont été organisées, en Autriche, en Bulgarie, à Chypre et en Estonie. Elles ont permis d'examiner le cadre de compétences avec des acteurs clés (fonctionnaires des Etats membres, représentants des gouvernements, formateurs d'enseignants, directeurs d'établissement, chercheurs, enseignants et étudiants), en adoptant une perspective nationale et thématique, et d'en tirer des enseignements.
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