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Working groups

Contributions organized around 4 working groups

The Working Groups (WG) at the Resources Conference constitute an essential place for presentation, discussion, and collective work on specific topics related with resources. Each WG is managed by a team of two/three researchers. The WGs will work during 6 hours over 3 parallel sessions (cf. program), and will make a plenary presentation synthesizing their work at the end of the conference. They will also produce a chapter in the proceedings of the conference. There are four WG, whose specific call for papers are presented below.

80 contributions have been received before the deadline (1st November). The WG coordinators are currently organizing a cross reviewing process (see the conference agenda).

WG 1. Teachers’ resource systems, their structure, their evolution, their mapping

Coordinators: Jana Trgalova (University of Lyon, France) & Moustapha Sokhna (Université Cheikh Anta Diop, Dakar)

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An important facet of teachers’ work, done outside the classroom, consists in searching for, selecting and gathering resources for lesson and assessment preparation, for inquiring about institutional requirements and constraints or for professional development. The working group focuses on issues related to this aspect of teachers’ work. The following sets of questions can be addressed:

• How do teachers constitute their resource systems? How do they search for resources and where do they get them from? What criteria do they (explicitly or implicitly) use to select new resources? How are these new resources integrated into the existing resource system? What are teachers’ representations of “good” resources? Do these representations differ according to the subject matter (mathematics, physics…), the school level (primary, secondary, tertiary), the type of activities (lesson preparation, assessment...) or other factors?

  • How do the teachers structure their resource systems? Are there central / pivotal resources and what is their role? What is the place of curricular resources (prescribed curriculum) and textbooks in teachers’ resource systems?
  • How do teachers’ resource systems evolve? What are the levers of their evolution (experience, cultural environment, curricular changes, teachers’ participation at professional development courses….)?
  • What are the available resources (for a given subject matter, school level…)? How can these resources be mapped to learning and/or teaching objectives? How do these resources evolve with changes in society (rapid development of digital technology…) or in education (curricular changes and reforms…)?

WG 2. Analyzing teachers’ work with resources, methodological issues

Coordinators: Catherine Loisy (ENS de Lyon, France) & Hussein Sabra (Université de Reims, France)

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Analyzing teachers' work with resources requires considering the work of teachers ‘as a whole’. Actually, teachers' interaction with resources is deployed in space and time. This involves taking into account activities in and out of the classroom, at home, in the lab rooms, computer rooms, etc. In addition, a teacher interacts with his/her resources from previous years, for different teaching objectives, derived from his/her involvement in different collectives over time. All of these interactions with resources determine his/her teaching experience and his teaching beliefs. Furthermore, redoubtable methodological issues would have to be taken into account, with consideration on the teaching content knowledge and on the level of teaching. The “versatility” of primary teachers determines their interactions with resources in a different way, than for secondary teachers, or higher education lecturers who have generally a dual role of teacher and of researcher.

  • How to analyze teacher interaction with resources ‘as a whole’?
  • How to analyze the structure of the resource system?
  • How does this interaction take shape according to teaching contents and to levels of teaching?
  • How to study in the long term the evolution of the interactions of teachers with resources?

WG 3: Instrumentation, competencies, design capacity, expertise

Coordinators: Sebastian Rezat (University of Paderborn, Germany) & Carole Le Henaff (University of Western Brittany, France)

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Teachers use resources in order to support their teaching, to support students’ learning, and to advance their own pedagogical and content knowledge. Using resources requires particular knowledge and skills. These are conceptualized within different theoretical frames as competencies, aspects of design capacity, teacher expertise, professional knowledge, or utilization schemes within the instrumentation process. The working group focuses on empirical studies, theoretical advancements and methodological contributions related to these aspects of using resources within the documentational approach or other frameworks related to the following questions

  • How are these aspects of teachers’ use of resources approached theoretically and methodologically?
  • How do these aspects develop over time in teachers’ practices? How do these aspects relate to teachers’ previous experiences and knowledge?
  • How do these aspects relate to features of the resources and the subject matter?
  • How do these aspects relate to teachers’ capacity to re-design them during their teaching action?

WG 4: Transitions towards digital resources: change, invariance, and orchestration

Coordinators: Paul Drijvers (Utrecht University, the Netherlands), Verônica Gitirana (Federal University of Pernambuco, Brazil), and John Monaghan (Agder University, Norway & University of Leeds, U.K.)

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Digital resources have become an important part of teachers’ and students’ resource systems. The integration of digital resources into teaching and learning practices, however, raises many questions to teachers and educators.

  • How to choose appropriate resources from the myriad of available options?
  • How to adapt these resources to the specific learning goals at stake?
  • How to orchestrate the students’ use of the digital resources?
  • What do student resource systems look like? How to prepare pre- and in-service teachers for these challenging tasks?
  • Which role can digital resources play in assessment?
  • Which opportunities do they offer for new learning formats, such as blended learning and flipped classrooms? How do classroom experiences inform the (re)design of a digital resource?
  • What are the options for personalized learning in adaptive environments?

In this Working Group, these issues will be addressed from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentational genesis.

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