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data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://wisc.academia.edu/FrancoisVTochon","location":"/FrancoisVTochon","scheme":"https","host":"wisc.academia.edu","port":null,"pathname":"/FrancoisVTochon","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-6f5dd7a5-f279-4220-95b6-60d88cdcba43"></div> <div id="ProfileCheckPaperUpdate-react-component-6f5dd7a5-f279-4220-95b6-60d88cdcba43"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Francois V Tochon" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/1109520/460905/577446/s200_francois_victor.tochon.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Francois V Tochon</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://wisc.academia.edu/">University of Wisconsin-Madison</a>, <a class="u-tcGrayDarker" href="https://wisc.academia.edu/Departments/Curriculum_Instruction/Documents">Curriculum & Instruction</a>, <span class="u-tcGrayDarker">Emeritus</span></div><div><a class="u-tcGrayDarker" href="https://deep.academia.edu/">Deep University</a>, <a class="u-tcGrayDarker" href="https://deep.academia.edu/Departments/Deep_Language_Education/Documents">Deep Language Education</a>, <span class="u-tcGrayDarker">Chairman of the Board of Trustees</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Francois" data-follow-user-id="1109520" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="1109520"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">1,000</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">231</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">2</p></div></a><a href="https://wisc.academia.edu/FrancoisVTochon/Analytics"><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></a></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Francois Victor Tochon, Emeritus Professor of the University of Wisconsin-Madison since 2021, was heading World Language Education in the Department of Curriculum & Instruction, a Department ranked #1 of its specialty for 15 years in the United States. He has a Ph.D. in Applied Linguistics (Laval), a Ph.D. in Educational Psychology (Ottawa), and has received three Honorary Doctorates from two universities in Argentina and Peru and one international Asia-Pacific association, as well as a Honorary Professorship from Henan University of Technology. With 42 books and more than 250 articles and book chapters to his credit, Professor Tochon has also been Visiting Professor in many universities in 20 countries. He is currently published in 14 languages. He received the 2010 Award of Best Review of Research from the American Educational Research Association. As President of the International Network for Language Education Policy Studies, Prof. Tochon received the 2012 Award of International Research Excellence from the University of Granada, Spain. He is among the 1% most visited profiles of LinkedIn. He is also the designer and Chairman of Deep University International, an academic institution that proposes to students to design their own programs and degrees with the help of academic mentors. For the merits of the Deep Approach, Prof. Tochon was awarded the medal of the Council Chairperson of the Lions Club International, and the Quest medal of the Chairperson of the Lions Club International Foundation for Service to Humanity. His 2014 book Help Them Learn a Language Deeply became a best seller. His 2015 book Language Education Policy Unlimited received the Amazon Distinguished Book Award. International Ambassador for isIPAL in Australia, Prof. Tochon received the 2015 Excellence in Diversity Award from the University of Wisconsin-Madison, the 2015 International Scholar Award of Shanghai Normal University, and 2015 Eminent Scholar Award from the University of Southern Queensland. In 2017, he organized a bi-continental conference on school inclusion and the identities of refugee migrant children, sponsored by the Spencer Foundation, at the University of Wisconsin-Madison and at the University of Paris 3 Sorbonne Nouvelle.<br /><b>Address: </b>University of Wisconsin-Madison<br />Teacher Education Building<br />225 North Mills Street<br />Madison, WI 53706 USA<br />Fax: 1-608-263-9992 (department)<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="1109520">View All (43)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1109520" href="https://www.academia.edu/Documents/in/Educational_Semiotics"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://wisc.academia.edu/FrancoisVTochon","location":"/FrancoisVTochon","scheme":"https","host":"wisc.academia.edu","port":null,"pathname":"/FrancoisVTochon","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Educational Semiotics"]}" data-trace="false" data-dom-id="Pill-react-component-ceddf159-00ea-4b50-8d84-512e564267c8"></div> <div id="Pill-react-component-ceddf159-00ea-4b50-8d84-512e564267c8"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="1109520" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition"><div class="js-react-on-rails-component" 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active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Francois V Tochon</h3></div><div class="js-work-strip profile--work_container" data-work-id="12754229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12754229/AUTHORS_PAGE_ON_AMAZON"><img alt="Research paper thumbnail of AUTHOR'S PAGE ON AMAZON" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12754229/AUTHORS_PAGE_ON_AMAZON">AUTHOR'S PAGE ON AMAZON</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Consult the various books of Francois Victor Tochon on his page:</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12754229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12754229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12754229; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7187642"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7187642/HELP_THEM_LEARN_A_LANGUAGE_DEEPLY_FRANCOIS_VICTOR_TOCHONS_DEEP_APPROACH_TO_WORLD_LANGUAGES_AND_CULTURES"><img alt="Research paper thumbnail of HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES" class="work-thumbnail" src="https://attachments.academia-assets.com/37806307/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7187642/HELP_THEM_LEARN_A_LANGUAGE_DEEPLY_FRANCOIS_VICTOR_TOCHONS_DEEP_APPROACH_TO_WORLD_LANGUAGES_AND_CULTURES">HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The author proposes a revolution in the way we teach world languages. The book presents what is t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The author proposes a revolution in the way we teach world languages. The book presents what is tomorrow's mainstream as regards language teaching methods. It indicates severe limits in the standardization of outcomes defined through backward planning, and moves on with project-based, forward planning on the basis of flexible instructional organizers. The focus is on cultural pragmatics and assisted, self-directed learning. Text acquires primacy. Extensive reading, intensive writing and recording take the fore to support communication progress and depth. A large part of what is done in classrooms is blended and self-determined by the student or groups of students who choose their pacing and personalized productions. Such apprenticeship becomes meaningful through transdisciplinary aims. Compatible with content-based and literacy-based approaches, the deep approach creates a situation in which students are the curriculum builders. <br /> <br />Why the Deep Approach?  Immersing yourself in the Deep Approach to world languages and cultures will help you to :    Understand how self-motivation could be the best incentive for deep language learning, Provide themes, motives, templates and incentives for self-directed learning and self-determination, Empower the student to be the curriculum builder by scaffolding possibilities and making the instruction flexible, Emphasize the learning process rather than pre-determined outcomes, Encourage individualized, peer-oriented, and project-based learning by focusing on cultural contents, value creation and social action, Consider grammar as story-telling about language, and Use formative, deep evaluation of integrated skills. Focus on value creation: highlight critical issues related to the respect of cultures, language status and discrimination, the colonial mindset and social justice, and linguistic human rights for peace building. The Deep Approach establishes a link between language policies and an open curriculum design focusing on values and creative proficiency in action rather than imposed outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbb5f2ef958bbdf77f51a9cdbb764a87" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37806307,"asset_id":7187642,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37806307/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7187642"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7187642"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7187642; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7187642]").text(description); $(".js-view-count[data-work-id=7187642]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7187642; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7187642']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7187642, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbb5f2ef958bbdf77f51a9cdbb764a87" } } $('.js-work-strip[data-work-id=7187642]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7187642,"title":"HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES","translated_title":"","metadata":{"abstract":"The author proposes a revolution in the way we teach world languages. The book presents what is tomorrow's mainstream as regards language teaching methods. It indicates severe limits in the standardization of outcomes defined through backward planning, and moves on with project-based, forward planning on the basis of flexible instructional organizers. The focus is on cultural pragmatics and assisted, self-directed learning. Text acquires primacy. Extensive reading, intensive writing and recording take the fore to support communication progress and depth. A large part of what is done in classrooms is blended and self-determined by the student or groups of students who choose their pacing and personalized productions. Such apprenticeship becomes meaningful through transdisciplinary aims. Compatible with content-based and literacy-based approaches, the deep approach creates a situation in which students are the curriculum builders.\r\n\r\nWhy the Deep Approach? 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/11310805/LANGUAGE_EDUCATION_POLICY_UNLIMITED_GLOBAL_PERSPECTIVES_AND_LOCAL_PRACTICES">LANGUAGE EDUCATION POLICY UNLIMITED: GLOBAL PERSPECTIVES AND LOCAL PRACTICES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book is a first. Language Education Policy is a new field of study that establishes a cross ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book is a first. Language Education Policy is a new field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. The study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people. 21 authors have contributed to this outstanding volume that situates the stakes in the new field of inquiry with examples in 14 countries. <br /> "This essential book shows why language education policy will never work if it is top-down and ignores local contexts and stakeholders. It illustrates the fundamental importance of taking local contexts into consideration and actively engaging and empowering local stakeholders in the development and implementation of all language education policy. A better blueprint for successful language education policy would be hard to find."- Dr. Andy Kirkpatrick, Griffith University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c0bbfe87a1728966fc449b8b51d7b54" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36883459,"asset_id":11310805,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36883459/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11310805"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11310805"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11310805; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11310805]").text(description); $(".js-view-count[data-work-id=11310805]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11310805; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11310805']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11310805, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c0bbfe87a1728966fc449b8b51d7b54" } } $('.js-work-strip[data-work-id=11310805]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11310805,"title":"LANGUAGE EDUCATION POLICY UNLIMITED: GLOBAL PERSPECTIVES AND LOCAL PRACTICES","translated_title":"","metadata":{"abstract":"This book is a first. 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It illustrates the fundamental importance of taking local contexts into consideration and actively engaging and empowering local stakeholders in the development and implementation of all language education policy. A better blueprint for successful language education policy would be hard to find.\"- Dr. Andy Kirkpatrick, Griffith University"},"translated_abstract":"This book is a first. Language Education Policy is a new field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. 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href="https://www.academia.edu/4736938/SIGNS_and_SYMBOLS_IN_EDUCATION_EDUCATIONAL_SEMIOTICS"><img alt="Research paper thumbnail of SIGNS & SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS " class="work-thumbnail" src="https://attachments.academia-assets.com/32054114/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4736938/SIGNS_and_SYMBOLS_IN_EDUCATION_EDUCATIONAL_SEMIOTICS">SIGNS & SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of resear...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts.  First of all, in his concise but brilliant introductory comments, Tochon clearly debunks the potential notion that semiotics might provide yet another methodological tool in the toolkit of educational researchers. Drawing skillfully on the work of Peirce, Deely, Sebeok, Merrell, and others, Tochon shows us just how fundamentally different semiotic research can be when compared to the modes and techniques that have dominated educational research for many decades.  That is, he points out how semiotic methods can provide the capability for both students and researchers to look at this basic and fundamental human process in inescapably transformational ways, by acknowledging and accepting that the path to knowledge is, in his words “through the fixation of belief.” <br /> <br />But he does not stop there – instead, in four brilliantly conceived studies, he shows us how semiotic concepts in general, and semiotic mapping in particular, can allow both student teachers and researchers alike insights in these students’ development of insights and concepts into the very heart of the teaching and learning process. <br /> <br />By tackling both theoretical and practical research considerations, Tochon has provided the rest of us the beginnings of a blueprint that, if adopted, can push educational research out of (in the words of Deely) its entrenchment in the Age of Ideas into the new and exciting frontiers of the Age of Signs. <br /> <br />- Gary Shank, Duquesne University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee37137e4198d41d090458e9eb1c663e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32054114,"asset_id":4736938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32054114/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4736938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4736938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4736938; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4736938]").text(description); $(".js-view-count[data-work-id=4736938]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4736938; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4736938']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4736938, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee37137e4198d41d090458e9eb1c663e" } } $('.js-work-strip[data-work-id=4736938]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4736938,"title":"SIGNS \u0026 SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS ","translated_title":"","metadata":{"abstract":"In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts. 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Educational Semiotics is a highly original work of scholarship. In four ingeniousl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Now as eBook!  Educational Semiotics is a highly original work of scholarship. In four ingeniously designed studies, Tochon demonstrates how semiotic analysis can be used to deconstruct the professional learning experiences of preservice teachers. These studies offer startling insights into the creative application of semiotic methods and the understanding of long standing issues in teacher education. See here for a free sample:<br /><a href="https://www.smashwords.com/books/view/521243" rel="nofollow">https://www.smashwords.com/books/view/521243</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d86d7f78c8f5b113f5197480b1f94901" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36883564,"asset_id":11310914,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36883564/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11310914"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11310914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11310914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11310914]").text(description); $(".js-view-count[data-work-id=11310914]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11310914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11310914']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11310914, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d86d7f78c8f5b113f5197480b1f94901" } } $('.js-work-strip[data-work-id=11310914]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11310914,"title":"Educational Semiotics: Signs and Symbols in Education","translated_title":"","metadata":{"abstract":"Now as eBook! 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2605774"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2605774/Tropics_of_teaching_Productivity_warfare_and_priesthood"><img alt="Research paper thumbnail of Tropics of teaching: Productivity, warfare, and priesthood" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2605774/Tropics_of_teaching_Productivity_warfare_and_priesthood">Tropics of teaching: Productivity, warfare, and priesthood</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0-8020-3685-6 (cloth) Printed on acid ... Paul Perron, Peter Schulz, Thomas A. Sebeok National Library of Canada Cataloguing in Publication Tochon, Francois Victor, 1954-Tropics of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2605774"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2605774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2605774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2605774]").text(description); $(".js-view-count[data-work-id=2605774]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2605774; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2605774']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2605774, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2605774]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2605774,"title":"Tropics of teaching: Productivity, warfare, and priesthood","translated_title":"","metadata":{"abstract":"... 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What’s different here is that the point of taping is for those doing it to collaborate with one another in order to learn more about their own practice. A video study group is not a means for a researcher to learn more about someone else’s practice, but for practitioners to learn more about their own practice. Thus, the first unusual feature of a video study group is that it is made up of people who are mutually interested and engaged in common work, and who are jointly committed to gaining a better understanding of what they are doing, then doing it better. — from the Foreword by Virginia Richardson and Gary Fenstermacher <br /> <br />Video has played a role in education for decades, but value as a professional development tool has largely gone unnoticed.  Author, François Victor Tochon writes: "The practice of one’s profession is not a solitary activity. Professionals come together for the opportunity for frank communication about an important part of their lives — namely, their grasp of the practical. The video study group provides a space for reflection on experience." <br /> <br />Video Study Groups provides a sound theoretical base for use of video in professional development. It contains guidelines for organizing a group and following up with reflection and analysis. It is a perfect guide for formal or informal groups of professionals working to improve their practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1211951"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1211951"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1211951; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1211951]").text(description); $(".js-view-count[data-work-id=1211951]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1211951; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1211951']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1211951, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1211951]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1211951,"title":"Video Study Groups for Education, Professional Development, and Change","translated_title":"","metadata":{"abstract":"Students of education have been videotaping teaching practice for decades, analyzing the tapes in an effort to gain a greater understanding of practice. 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What’s different here is that the point of taping is for those doing it to collaborate with one another in order to learn more about their own practice. A video study group is not a means for a researcher to learn more about someone else’s practice, but for practitioners to learn more about their own practice. Thus, the first unusual feature of a video study group is that it is made up of people who are mutually interested and engaged in common work, and who are jointly committed to gaining a better understanding of what they are doing, then doing it better. — from the Foreword by Virginia Richardson and Gary Fenstermacher\r\n\r\nVideo has played a role in education for decades, but value as a professional development tool has largely gone unnoticed. Author, François Victor Tochon writes: \"The practice of one’s profession is not a solitary activity. 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La lengua en proyecto. " class="work-thumbnail" src="https://attachments.academia-assets.com/31358667/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1490302/Organizadores_did%C3%A1cticos_La_lengua_en_proyecto">Organizadores didácticos. La lengua en proyecto. </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 199...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 1994, 217p., índice, cuadros, anexo, bibliografía. <br /><br />El aprendizaje sistemático basado en la memoria y en la repetición y la creatividad fundada en la investigación, son dos enfoques complementarios de la didáctica. Ella es la que planifica, instrumenta y organiza las actividades dentro del aula. Sus modelos reunen diferentes teorías que se manifiestan en la práctica concreta de los contenidos educativos y en la forma de implementarlos. <br /><br />Ante la diversidad del conocimiento a trasmitir y la interpretación que los docentes hacen de él, se justifica la necesidad de atender y encontrar respuestas a los problemas inmediatos que se ponen de manifiesto cotidianamente. <br /><br />Este libro muestra la íntima relación entre la investigación didáctica y la psicología cognitiva. Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría  y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. <br /><br />Este volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. A través de los cinco capítulos que lo componen se tratan temas como la cuestión didáctica en forma académica; la unificación de las corrientes metodológicas: pedagogía y didáctica; el examen de la trilogía: disciplina, interdisciplina y transdisciplina; el mejoramiento de estos tres niveles y la aplicación funcional de los contenidos. Finalmente se aborda el tema del aprendizaje a partir de consignas, así como también la autorregulación y autoevaluación docente. <br /><br />En síntesis, la propuesta enunciada en estas páginas es accionar una didáctica abierta, sin limitaciones que permitan evaluar la apropiación de conocimientos, basada en la experiencia, con un planeamiento funcional interactivo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe664250981699a8cc1139c7a728bb9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31358667,"asset_id":1490302,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31358667/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1490302"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1490302"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1490302; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1490302]").text(description); $(".js-view-count[data-work-id=1490302]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1490302; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1490302']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1490302, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe664250981699a8cc1139c7a728bb9f" } } $('.js-work-strip[data-work-id=1490302]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1490302,"title":"Organizadores didácticos. 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Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. \n\nEste volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. 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Buenos Aires: Aique, 1994, 217p., índice, cuadros, anexo, bibliografía. \n\nEl aprendizaje sistemático basado en la memoria y en la repetición y la creatividad fundada en la investigación, son dos enfoques complementarios de la didáctica. Ella es la que planifica, instrumenta y organiza las actividades dentro del aula. Sus modelos reunen diferentes teorías que se manifiestan en la práctica concreta de los contenidos educativos y en la forma de implementarlos. \n\nAnte la diversidad del conocimiento a trasmitir y la interpretación que los docentes hacen de él, se justifica la necesidad de atender y encontrar respuestas a los problemas inmediatos que se ponen de manifiesto cotidianamente. \n\nEste libro muestra la íntima relación entre la investigación didáctica y la psicología cognitiva. Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. \n\nEste volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. A través de los cinco capítulos que lo componen se tratan temas como la cuestión didáctica en forma académica; la unificación de las corrientes metodológicas: pedagogía y didáctica; el examen de la trilogía: disciplina, interdisciplina y transdisciplina; el mejoramiento de estos tres niveles y la aplicación funcional de los contenidos. 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En adoptant un point de vue éducatif plutôt que psychosocial, les auteurs développent le concept de recherche-intervention éducative en intégrant l'ensemble des participants de l'action éducative au choix des thèmes abordés lors de rencontres, à l'organisation globale du projet et aux modalités de l'action proposée. Ce dialogue établi entre parents, éducatrices et chercheurs participera au perfectionnement du personnel des centres de la petite enfance (CPE) et permettra de soutenir les familles dans leur rôle éducateur tout en favorisant une saine transition entre la famille et le nouveau milieu éducatif.<br /><br />Professionnels de la santé et de garde à l'enfance, intervenants, étudiants et formateurs des sciences sociales trouveront dans cet ouvrage les résultats qualitatifs de ces dialogues ainsi que des solutions préventives au manque d'intégration sociale de certains enfants.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12753616"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12753616"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12753616; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12753616]").text(description); $(".js-view-count[data-work-id=12753616]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12753616; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12753616']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 12753616, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=12753616]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12753616,"title":"La recherche-intervention éducative - Transition entre famille et Centre de la Petite Enfance","translated_title":"","metadata":{"abstract":" Un réseau de garderies en milieux bilingues a pu bénéficier de rencontre de formation éducative. 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La transformation pragmatique de la connaissance dans l&#39;enseignement ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tochon François Victor. La transformation pragmatique de la connaissance dans l&#39;enseignement du français, Fr. V. Tochon Thèse de doctorat (Ph. D.) soutenue le 14 septembre 1990 à l&#39;Université Laval, Faculté des Sciences de l&#39;Éducation, Québec. In: La Lettre de la DFLM, n°9, 1991. pp. 15-16</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117539663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117539663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117539663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=117539663]").text(description); $(".js-view-count[data-work-id=117539663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 117539663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='117539663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 117539663, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=117539663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":117539663,"title":"La transformation pragmatique de la connaissance dans l'enseignement du français","translated_title":"","metadata":{"abstract":"Tochon François Victor. 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La narrativa y la investigación biográfica se entiende cada vez más como una ayuda para el desarrollo personal y profesional. Su uso como prueba de la práctica reflexiva en el marco de una estandarización de competencias, sistematiza la autodocumentación, que es considerada como la continuidad de la vida profesional. Este estudio examina algunas contradicciones inherentes a las diferentes lógicas de la formación, la evaluación y la administración de la educación. El estudio muestra los riesgos potenciales de la integración de estas lógicas, cuando es manipulada y reducida a definiciones operativas desde una lógica factual. Se abordan de forma específica el riesgo de la reificación de los conceptos, la confusión de las lógicas, el reduccionismo de la causalidad considerada, las diferencias de lectura de un aconteci...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3cf9476b7c34d6592fbb4c17212ffb2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105315140,"asset_id":106002664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105315140/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106002664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106002664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106002664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106002664]").text(description); $(".js-view-count[data-work-id=106002664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106002664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106002664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106002664, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3cf9476b7c34d6592fbb4c17212ffb2d" } } $('.js-work-strip[data-work-id=106002664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106002664,"title":"The risks inherent in the institutionalization of the narrative of the professional experience in the electronic portfolios","translated_title":"","metadata":{"abstract":"Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. 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src="https://attachments.academia-assets.com/105315137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106002663/Restricting_Meaning_or_Expanding_Consciousness_A">Restricting Meaning or Expanding Consciousness : A</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper argues that in a postmodern perspective, any curriculum is an expression of epistemolo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper argues that in a postmodern perspective, any curriculum is an expression of epistemology. It is a way of knowing, and a culturally oriented language. As such, curriculum is a manifestation of human consciousness, and it should comprehend in its scope the varieties of languages expressing races, genders, and social classes. Within a postmodern perspective, the curriculum becomes a means toward awakening consciousness, reaching the personal within the social, and respecting the humble in the fight against hegemonies. As empowerment lies upon sociocritical as well as personal insights, raising consciousness becomes the goal of postmodern education. The paper describes how, despite postmodern education&#39;s generous integrated goals, it may lead to new perversions becatise of mass networking and links to finance. The attempts to generalize politics of meaning through education may well submit the ideals of meaningfulnss to the language of adminis&quot;traitors&quot; at a tim...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e164692b0ef68d37b96d374ff9e2b70e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105315137,"asset_id":106002663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105315137/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106002663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106002663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106002663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106002663]").text(description); $(".js-view-count[data-work-id=106002663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106002663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106002663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106002663, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e164692b0ef68d37b96d374ff9e2b70e" } } $('.js-work-strip[data-work-id=106002663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106002663,"title":"Restricting Meaning or Expanding Consciousness : A","translated_title":"","metadata":{"abstract":"This paper argues that in a postmodern perspective, any curriculum is an expression of epistemology. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651922"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651922/Educational_Globalization_and_the_Creation_of_Split_Identities"><img alt="Research paper thumbnail of Educational Globalization and the Creation of Split Identities" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651922/Educational_Globalization_and_the_Creation_of_Split_Identities">Educational Globalization and the Creation of Split Identities</a></div><div class="wp-workCard_item"><span>Multilingual Education Yearbook 2019</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Media of instruction may value the other culture to the detriment of the local culture and develo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Media of instruction may value the other culture to the detriment of the local culture and develop identification processes that have consequences on various stakeholders in terms of cultural and identity capital. This comparative and international Education study focuses on three cases that illustrate how multilingual settings impacted the sense of identity of language teachers in Asian contexts. It also explores how phenomena such as cultural inclusion, immersion, and the transcultural are enmeshed in the creation of global identities. They may create a split between the first language and culture and global culture. Internationalization has a deep effect on people of the upper middle class who tend to situate their sense of belonging in an imaginary that projects their future outside their country. The emphasis on English as the world dominant language tends even to modify local identities and places the source of economic attraction, pride and the sense of worth outside the Nation-State. 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The exception may be in bilingual settings where both linguacultures are welcome and respected, taught, and integrated.","internal_url":"https://www.academia.edu/83651922/Educational_Globalization_and_the_Creation_of_Split_Identities","translated_internal_url":"","created_at":"2022-07-24T08:47:44.431-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1109520,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Educational_Globalization_and_the_Creation_of_Split_Identities","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":1109520,"first_name":"Francois","middle_initials":"V","last_name":"Tochon","page_name":"FrancoisVTochon","domain_name":"wisc","created_at":"2012-01-09T23:33:38.167-08:00","display_name":"Francois V Tochon","url":"https://wisc.academia.edu/FrancoisVTochon"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization"}],"urls":[{"id":22405431,"url":"http://link.springer.com/content/pdf/10.1007/978-3-030-14386-2_4"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651921"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651921/%C4%B0zlence_Haritaland%C4%B1rmas%C4%B1_ve_E%C4%9Fitsel_Sa%C4%9Flarl%C4%B1klar_%C3%96%C4%9Fretmen_Adaylar%C4%B1_i%C3%A7in_D%C3%B6n%C3%BC%C5%9F%C3%BCm_Kaynaklar%C4%B1"><img alt="Research paper thumbnail of İzlence Haritalandırması ve Eğitsel Sağlarlıklar: Öğretmen Adayları için Dönüşüm Kaynakları" class="work-thumbnail" src="https://attachments.academia-assets.com/88926714/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651921/%C4%B0zlence_Haritaland%C4%B1rmas%C4%B1_ve_E%C4%9Fitsel_Sa%C4%9Flarl%C4%B1klar_%C3%96%C4%9Fretmen_Adaylar%C4%B1_i%C3%A7in_D%C3%B6n%C3%BC%C5%9F%C3%BCm_Kaynaklar%C4%B1">İzlence Haritalandırması ve Eğitsel Sağlarlıklar: Öğretmen Adayları için Dönüşüm Kaynakları</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham&#39;ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce&#39;ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. Yazılı ve sözlü görüşmelerde gözlemlenen kavrayışları, yansıtıcı düşünceleri, sezgileri ve ilişkilendirmeleri, alan hakkındaki inançları ve değerleri, özetle hepsi anlamın çeşitli şekillerde ortaya çıkışıdır. Bu makale, hem alan hakkındaki mantıksal, sosyal ve...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c98ab51c3c9eed6594d0b71dcc3d47f8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926714,"asset_id":83651921,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926714/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651921"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651921]").text(description); $(".js-view-count[data-work-id=83651921]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651921']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651921, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c98ab51c3c9eed6594d0b71dcc3d47f8" } } $('.js-work-strip[data-work-id=83651921]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651921,"title":"İzlence Haritalandırması ve Eğitsel Sağlarlıklar: Öğretmen Adayları için Dönüşüm Kaynakları","translated_title":"","metadata":{"abstract":"Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. 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Bu makale, hem alan hakkındaki mantıksal, sosyal ve...","publisher":"TCI (Transnational Curriculum Inquiry)","publication_date":{"day":19,"month":12,"year":2010,"errors":{}}},"translated_abstract":"Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham\u0026#39;ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce\u0026#39;ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. Yazılı ve sözlü görüşmelerde gözlemlenen kavrayışları, yansıtıcı düşünceleri, sezgileri ve ilişkilendirmeleri, alan hakkındaki inançları ve değerleri, özetle hepsi anlamın çeşitli şekillerde ortaya çıkışıdır. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651920"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651920/Risks_inherent_in_institutionalizing_narratives_of_professional_experience_in_electronic_portfolios"><img alt="Research paper thumbnail of Risks inherent in institutionalizing narratives of professional experience in electronic portfolios" class="work-thumbnail" src="https://attachments.academia-assets.com/88926613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651920/Risks_inherent_in_institutionalizing_narratives_of_professional_experience_in_electronic_portfolios">Risks inherent in institutionalizing narratives of professional experience in electronic portfolios</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. La narrativa y la investigación biográfica se entiende cada vez más como una ayuda para el desarrollo personal y profesional. Su uso como prueba de la práctica reflexiva en el marco de una estandarización de competencias, sistematiza la autodocumentación, que es considerada como la continuidad de la vida profesional. Este estudio examina algunas contradicciones inherentes a las diferentes lógicas de la formación, la evaluación y la administración de la educación. El estudio muestra los riesgos potenciales de la integración de estas lógicas, cuando es manipulada y reducida a definiciones operativas desde una lógica factual. Se abordan de forma específica el riesgo de la reificación de los conceptos, la confusión de las lógicas, el reduccionismo de la causalidad considerada, las diferencias de lectura de un...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="df2c0caa57cab5760ef9c9eaffbea538" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926613,"asset_id":83651920,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926613/download_file?st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651920"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651920"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651920; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651920]").text(description); $(".js-view-count[data-work-id=83651920]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651920; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651920']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651920, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "df2c0caa57cab5760ef9c9eaffbea538" } } $('.js-work-strip[data-work-id=83651920]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651920,"title":"Risks inherent in institutionalizing narratives of professional experience in electronic portfolios","translated_title":"","metadata":{"abstract":"Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. 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September 2007 Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651918/International_Journal_of_Pedagogies_and_Learning_3_1_pp_59_66_September_2007_Making_the_Assessment_Criteria_Explicit_through_Writing_Feedback_A_Pedagogical_Approach_to_Developing_Academic">International Journal of Pedagogies and Learning, 3(1), pp. 59-66. September 2007 Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article has been anonymously peer-reviewed and accepted for publication in the International...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Learning academic writing has traditionally been a stumbling block for Higher Degree Research (HDR) students. HDR supervision pedagogy is not always explicit. Many HDR supervisors maintain an ‘osmosis ’ approach to learning about academic writing, and others, while acknowledging the importance of feedback on samples of HDR student writing, fail to provide feedback that enables a student to address the writing problems or to understand the nature of HDR assessment. There is a need to begin to map successful pedagogica...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651918"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651918; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651918]").text(description); $(".js-view-count[data-work-id=83651918]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651918; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651918']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651918, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83651918]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651918,"title":"International Journal of Pedagogies and Learning, 3(1), pp. 59-66. September 2007 Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic","translated_title":"","metadata":{"abstract":"This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Learning academic writing has traditionally been a stumbling block for Higher Degree Research (HDR) students. HDR supervision pedagogy is not always explicit. 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Learning academic writing has traditionally been a stumbling block for Higher Degree Research (HDR) students. HDR supervision pedagogy is not always explicit. Many HDR supervisors maintain an ‘osmosis ’ approach to learning about academic writing, and others, while acknowledging the importance of feedback on samples of HDR student writing, fail to provide feedback that enables a student to address the writing problems or to understand the nature of HDR assessment. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651917"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651917/To_Cite_This_Article_Please_Include_All_of_the_Following_Details"><img alt="Research paper thumbnail of To Cite This Article Please Include All of the Following Details" class="work-thumbnail" src="https://attachments.academia-assets.com/88926673/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651917/To_Cite_This_Article_Please_Include_All_of_the_Following_Details">To Cite This Article Please Include All of the Following Details</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Curriculum mapping and instructional affordances: Sources of transformation for student teachers</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52b9fa006d007046a4aa849dc9871da8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926673,"asset_id":83651917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926673/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651917; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="194585" id="books"><div class="js-work-strip profile--work_container" data-work-id="12754229"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12754229/AUTHORS_PAGE_ON_AMAZON"><img alt="Research paper thumbnail of AUTHOR'S PAGE ON AMAZON" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12754229/AUTHORS_PAGE_ON_AMAZON">AUTHOR'S PAGE ON AMAZON</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Consult the various books of Francois Victor Tochon on his page:</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12754229"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12754229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12754229; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7187642"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7187642/HELP_THEM_LEARN_A_LANGUAGE_DEEPLY_FRANCOIS_VICTOR_TOCHONS_DEEP_APPROACH_TO_WORLD_LANGUAGES_AND_CULTURES"><img alt="Research paper thumbnail of HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES" class="work-thumbnail" src="https://attachments.academia-assets.com/37806307/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7187642/HELP_THEM_LEARN_A_LANGUAGE_DEEPLY_FRANCOIS_VICTOR_TOCHONS_DEEP_APPROACH_TO_WORLD_LANGUAGES_AND_CULTURES">HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The author proposes a revolution in the way we teach world languages. The book presents what is t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The author proposes a revolution in the way we teach world languages. The book presents what is tomorrow's mainstream as regards language teaching methods. It indicates severe limits in the standardization of outcomes defined through backward planning, and moves on with project-based, forward planning on the basis of flexible instructional organizers. The focus is on cultural pragmatics and assisted, self-directed learning. Text acquires primacy. Extensive reading, intensive writing and recording take the fore to support communication progress and depth. A large part of what is done in classrooms is blended and self-determined by the student or groups of students who choose their pacing and personalized productions. Such apprenticeship becomes meaningful through transdisciplinary aims. Compatible with content-based and literacy-based approaches, the deep approach creates a situation in which students are the curriculum builders. <br /> <br />Why the Deep Approach?  Immersing yourself in the Deep Approach to world languages and cultures will help you to :    Understand how self-motivation could be the best incentive for deep language learning, Provide themes, motives, templates and incentives for self-directed learning and self-determination, Empower the student to be the curriculum builder by scaffolding possibilities and making the instruction flexible, Emphasize the learning process rather than pre-determined outcomes, Encourage individualized, peer-oriented, and project-based learning by focusing on cultural contents, value creation and social action, Consider grammar as story-telling about language, and Use formative, deep evaluation of integrated skills. Focus on value creation: highlight critical issues related to the respect of cultures, language status and discrimination, the colonial mindset and social justice, and linguistic human rights for peace building. The Deep Approach establishes a link between language policies and an open curriculum design focusing on values and creative proficiency in action rather than imposed outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbb5f2ef958bbdf77f51a9cdbb764a87" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37806307,"asset_id":7187642,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37806307/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7187642"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7187642"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7187642; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7187642]").text(description); $(".js-view-count[data-work-id=7187642]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7187642; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7187642']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7187642, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbb5f2ef958bbdf77f51a9cdbb764a87" } } $('.js-work-strip[data-work-id=7187642]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7187642,"title":"HELP THEM LEARN A LANGUAGE DEEPLY: FRANCOIS VICTOR TOCHON'S DEEP APPROACH TO WORLD LANGUAGES AND CULTURES","translated_title":"","metadata":{"abstract":"The author proposes a revolution in the way we teach world languages. 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/11310805/LANGUAGE_EDUCATION_POLICY_UNLIMITED_GLOBAL_PERSPECTIVES_AND_LOCAL_PRACTICES">LANGUAGE EDUCATION POLICY UNLIMITED: GLOBAL PERSPECTIVES AND LOCAL PRACTICES</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book is a first. Language Education Policy is a new field of study that establishes a cross ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book is a first. Language Education Policy is a new field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. The study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people. 21 authors have contributed to this outstanding volume that situates the stakes in the new field of inquiry with examples in 14 countries. <br /> "This essential book shows why language education policy will never work if it is top-down and ignores local contexts and stakeholders. It illustrates the fundamental importance of taking local contexts into consideration and actively engaging and empowering local stakeholders in the development and implementation of all language education policy. A better blueprint for successful language education policy would be hard to find."- Dr. Andy Kirkpatrick, Griffith University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c0bbfe87a1728966fc449b8b51d7b54" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36883459,"asset_id":11310805,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36883459/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11310805"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11310805"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11310805; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11310805]").text(description); $(".js-view-count[data-work-id=11310805]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11310805; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11310805']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11310805, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c0bbfe87a1728966fc449b8b51d7b54" } } $('.js-work-strip[data-work-id=11310805]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11310805,"title":"LANGUAGE EDUCATION POLICY UNLIMITED: GLOBAL PERSPECTIVES AND LOCAL PRACTICES","translated_title":"","metadata":{"abstract":"This book is a first. 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href="https://www.academia.edu/4736938/SIGNS_and_SYMBOLS_IN_EDUCATION_EDUCATIONAL_SEMIOTICS"><img alt="Research paper thumbnail of SIGNS & SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS " class="work-thumbnail" src="https://attachments.academia-assets.com/32054114/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/4736938/SIGNS_and_SYMBOLS_IN_EDUCATION_EDUCATIONAL_SEMIOTICS">SIGNS & SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of resear...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts.  First of all, in his concise but brilliant introductory comments, Tochon clearly debunks the potential notion that semiotics might provide yet another methodological tool in the toolkit of educational researchers. Drawing skillfully on the work of Peirce, Deely, Sebeok, Merrell, and others, Tochon shows us just how fundamentally different semiotic research can be when compared to the modes and techniques that have dominated educational research for many decades.  That is, he points out how semiotic methods can provide the capability for both students and researchers to look at this basic and fundamental human process in inescapably transformational ways, by acknowledging and accepting that the path to knowledge is, in his words “through the fixation of belief.” <br /> <br />But he does not stop there – instead, in four brilliantly conceived studies, he shows us how semiotic concepts in general, and semiotic mapping in particular, can allow both student teachers and researchers alike insights in these students’ development of insights and concepts into the very heart of the teaching and learning process. <br /> <br />By tackling both theoretical and practical research considerations, Tochon has provided the rest of us the beginnings of a blueprint that, if adopted, can push educational research out of (in the words of Deely) its entrenchment in the Age of Ideas into the new and exciting frontiers of the Age of Signs. <br /> <br />- Gary Shank, Duquesne University</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee37137e4198d41d090458e9eb1c663e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32054114,"asset_id":4736938,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32054114/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4736938"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4736938"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4736938; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4736938]").text(description); $(".js-view-count[data-work-id=4736938]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4736938; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4736938']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 4736938, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee37137e4198d41d090458e9eb1c663e" } } $('.js-work-strip[data-work-id=4736938]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4736938,"title":"SIGNS \u0026 SYMBOLS IN EDUCATION: EDUCATIONAL SEMIOTICS ","translated_title":"","metadata":{"abstract":"In this monograph on Educational Semiotics, Francois Victor Tochon (along with a number of research colleagues) has produced a work that is truly groundbreaking on a number of fronts. 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Educational Semiotics is a highly original work of scholarship. In four ingeniousl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Now as eBook!  Educational Semiotics is a highly original work of scholarship. In four ingeniously designed studies, Tochon demonstrates how semiotic analysis can be used to deconstruct the professional learning experiences of preservice teachers. These studies offer startling insights into the creative application of semiotic methods and the understanding of long standing issues in teacher education. See here for a free sample:<br /><a href="https://www.smashwords.com/books/view/521243" rel="nofollow">https://www.smashwords.com/books/view/521243</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d86d7f78c8f5b113f5197480b1f94901" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36883564,"asset_id":11310914,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36883564/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11310914"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11310914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11310914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11310914]").text(description); $(".js-view-count[data-work-id=11310914]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11310914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11310914']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 11310914, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d86d7f78c8f5b113f5197480b1f94901" } } $('.js-work-strip[data-work-id=11310914]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11310914,"title":"Educational Semiotics: Signs and Symbols in Education","translated_title":"","metadata":{"abstract":"Now as eBook! 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2605774"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2605774/Tropics_of_teaching_Productivity_warfare_and_priesthood"><img alt="Research paper thumbnail of Tropics of teaching: Productivity, warfare, and priesthood" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2605774/Tropics_of_teaching_Productivity_warfare_and_priesthood">Tropics of teaching: Productivity, warfare, and priesthood</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... University of Toronto Press Incorporated 2002 Toronto Buffalo London Printed in Canada ISBN 0-8020-3685-6 (cloth) Printed on acid ... Paul Perron, Peter Schulz, Thomas A. Sebeok National Library of Canada Cataloguing in Publication Tochon, Francois Victor, 1954-Tropics of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2605774"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2605774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2605774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2605774]").text(description); $(".js-view-count[data-work-id=2605774]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2605774; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2605774']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2605774, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2605774]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2605774,"title":"Tropics of teaching: Productivity, warfare, and priesthood","translated_title":"","metadata":{"abstract":"... 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Sebeok National Library of Canada Cataloguing in Publication Tochon, Francois Victor, 1954-Tropics of ...","internal_url":"https://www.academia.edu/2605774/Tropics_of_teaching_Productivity_warfare_and_priesthood","translated_internal_url":"","created_at":"2013-02-18T21:18:04.247-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1109520,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Tropics_of_teaching_Productivity_warfare_and_priesthood","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":1109520,"first_name":"Francois","middle_initials":"V","last_name":"Tochon","page_name":"FrancoisVTochon","domain_name":"wisc","created_at":"2012-01-09T23:33:38.167-08:00","display_name":"Francois V Tochon","url":"https://wisc.academia.edu/FrancoisVTochon"},"attachments":[],"research_interests":[{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics"},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies"},{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1211951"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1211951/Video_Study_Groups_for_Education_Professional_Development_and_Change"><img alt="Research paper thumbnail of Video Study Groups for Education, Professional Development, and Change" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1211951/Video_Study_Groups_for_Education_Professional_Development_and_Change">Video Study Groups for Education, Professional Development, and Change</a></div><div class="wp-workCard_item"><span>Madison, Wisconsin: Atwood Publishing.</span><span>, Jan 1, 1999</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Students of education have been videotaping teaching practice for decades, analyzing the tapes in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Students of education have been videotaping teaching practice for decades, analyzing the tapes in an effort to gain a greater understanding of practice. What’s different here is that the point of taping is for those doing it to collaborate with one another in order to learn more about their own practice. A video study group is not a means for a researcher to learn more about someone else’s practice, but for practitioners to learn more about their own practice. Thus, the first unusual feature of a video study group is that it is made up of people who are mutually interested and engaged in common work, and who are jointly committed to gaining a better understanding of what they are doing, then doing it better. — from the Foreword by Virginia Richardson and Gary Fenstermacher <br /> <br />Video has played a role in education for decades, but value as a professional development tool has largely gone unnoticed.  Author, François Victor Tochon writes: "The practice of one’s profession is not a solitary activity. Professionals come together for the opportunity for frank communication about an important part of their lives — namely, their grasp of the practical. The video study group provides a space for reflection on experience." <br /> <br />Video Study Groups provides a sound theoretical base for use of video in professional development. It contains guidelines for organizing a group and following up with reflection and analysis. It is a perfect guide for formal or informal groups of professionals working to improve their practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1211951"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1211951"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1211951; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1211951]").text(description); $(".js-view-count[data-work-id=1211951]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1211951; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1211951']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1211951, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=1211951]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1211951,"title":"Video Study Groups for Education, Professional Development, and Change","translated_title":"","metadata":{"abstract":"Students of education have been videotaping teaching practice for decades, analyzing the tapes in an effort to gain a greater understanding of practice. 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Professionals come together for the opportunity for frank communication about an important part of their lives — namely, their grasp of the practical. The video study group provides a space for reflection on experience.\"\r\n\r\nVideo Study Groups provides a sound theoretical base for use of video in professional development. It contains guidelines for organizing a group and following up with reflection and analysis. It is a perfect guide for formal or informal groups of professionals working to improve their practice.","more_info":"http://www.atwoodpublishing.com/books/150.htm","publication_date":{"day":1,"month":1,"year":1999,"errors":{}},"publication_name":"Madison, Wisconsin: Atwood Publishing."},"translated_abstract":"Students of education have been videotaping teaching practice for decades, analyzing the tapes in an effort to gain a greater understanding of practice. What’s different here is that the point of taping is for those doing it to collaborate with one another in order to learn more about their own practice. A video study group is not a means for a researcher to learn more about someone else’s practice, but for practitioners to learn more about their own practice. Thus, the first unusual feature of a video study group is that it is made up of people who are mutually interested and engaged in common work, and who are jointly committed to gaining a better understanding of what they are doing, then doing it better. — from the Foreword by Virginia Richardson and Gary Fenstermacher\r\n\r\nVideo has played a role in education for decades, but value as a professional development tool has largely gone unnoticed. Author, François Victor Tochon writes: \"The practice of one’s profession is not a solitary activity. 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La lengua en proyecto. " class="work-thumbnail" src="https://attachments.academia-assets.com/31358667/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1490302/Organizadores_did%C3%A1cticos_La_lengua_en_proyecto">Organizadores didácticos. La lengua en proyecto. </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 199...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 1994, 217p., índice, cuadros, anexo, bibliografía. <br /><br />El aprendizaje sistemático basado en la memoria y en la repetición y la creatividad fundada en la investigación, son dos enfoques complementarios de la didáctica. Ella es la que planifica, instrumenta y organiza las actividades dentro del aula. Sus modelos reunen diferentes teorías que se manifiestan en la práctica concreta de los contenidos educativos y en la forma de implementarlos. <br /><br />Ante la diversidad del conocimiento a trasmitir y la interpretación que los docentes hacen de él, se justifica la necesidad de atender y encontrar respuestas a los problemas inmediatos que se ponen de manifiesto cotidianamente. <br /><br />Este libro muestra la íntima relación entre la investigación didáctica y la psicología cognitiva. Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría  y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. <br /><br />Este volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. A través de los cinco capítulos que lo componen se tratan temas como la cuestión didáctica en forma académica; la unificación de las corrientes metodológicas: pedagogía y didáctica; el examen de la trilogía: disciplina, interdisciplina y transdisciplina; el mejoramiento de estos tres niveles y la aplicación funcional de los contenidos. Finalmente se aborda el tema del aprendizaje a partir de consignas, así como también la autorregulación y autoevaluación docente. <br /><br />En síntesis, la propuesta enunciada en estas páginas es accionar una didáctica abierta, sin limitaciones que permitan evaluar la apropiación de conocimientos, basada en la experiencia, con un planeamiento funcional interactivo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe664250981699a8cc1139c7a728bb9f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31358667,"asset_id":1490302,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31358667/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1490302"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1490302"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1490302; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1490302]").text(description); $(".js-view-count[data-work-id=1490302]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1490302; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1490302']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1490302, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe664250981699a8cc1139c7a728bb9f" } } $('.js-work-strip[data-work-id=1490302]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1490302,"title":"Organizadores didácticos. 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Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. \n\nEste volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. A través de los cinco capítulos que lo componen se tratan temas como la cuestión didáctica en forma académica; la unificación de las corrientes metodológicas: pedagogía y didáctica; el examen de la trilogía: disciplina, interdisciplina y transdisciplina; el mejoramiento de estos tres niveles y la aplicación funcional de los contenidos. Finalmente se aborda el tema del aprendizaje a partir de consignas, así como también la autorregulación y autoevaluación docente. \n\nEn síntesis, la propuesta enunciada en estas páginas es accionar una didáctica abierta, sin limitaciones que permitan evaluar la apropiación de conocimientos, basada en la experiencia, con un planeamiento funcional interactivo.\n","more_info":"Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 1994, 217p., índice, cuadros, anexo, bibliografía. "},"translated_abstract":"Francois Victor TOCHON. Organizadores didácticos. La lengua en proyecto. Buenos Aires: Aique, 1994, 217p., índice, cuadros, anexo, bibliografía. \n\nEl aprendizaje sistemático basado en la memoria y en la repetición y la creatividad fundada en la investigación, son dos enfoques complementarios de la didáctica. Ella es la que planifica, instrumenta y organiza las actividades dentro del aula. Sus modelos reunen diferentes teorías que se manifiestan en la práctica concreta de los contenidos educativos y en la forma de implementarlos. \n\nAnte la diversidad del conocimiento a trasmitir y la interpretación que los docentes hacen de él, se justifica la necesidad de atender y encontrar respuestas a los problemas inmediatos que se ponen de manifiesto cotidianamente. \n\nEste libro muestra la íntima relación entre la investigación didáctica y la psicología cognitiva. Innumerables problemas derivan de la ignorancia de este vínculo y del funcionamiento de los docentes en la práctica. Sucede con frecuencia que aquellos que planifican los programas educacionales están alejados de las necesidades que se generan en el ámbito de estudio. Si a esta deplorable situación se le agrega la disociación que suele haber entre la teoría y la práctica concreta, estamos frente a un modelo inadecuado de educación. Es necesario planificar en el “lugar de la práctica”. Es por ello que en la actualidad se están implementando modelos acordes a necesidades específicas. \n\nEste volumen es el resultado de una investigación etno-metodológica, de índole comparativa, entre las experiencias de docentes expertos y novatos. Sus propuestas son el resultado del intenso intercambio entre la teoría y la práctica dentro del aula. A través de los cinco capítulos que lo componen se tratan temas como la cuestión didáctica en forma académica; la unificación de las corrientes metodológicas: pedagogía y didáctica; el examen de la trilogía: disciplina, interdisciplina y transdisciplina; el mejoramiento de estos tres niveles y la aplicación funcional de los contenidos. 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La transformation pragmatique de la connaissance dans l&#39;enseignement ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tochon François Victor. La transformation pragmatique de la connaissance dans l&#39;enseignement du français, Fr. V. Tochon Thèse de doctorat (Ph. D.) soutenue le 14 septembre 1990 à l&#39;Université Laval, Faculté des Sciences de l&#39;Éducation, Québec. 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La narrativa y la investigación biográfica se entiende cada vez más como una ayuda para el desarrollo personal y profesional. Su uso como prueba de la práctica reflexiva en el marco de una estandarización de competencias, sistematiza la autodocumentación, que es considerada como la continuidad de la vida profesional. Este estudio examina algunas contradicciones inherentes a las diferentes lógicas de la formación, la evaluación y la administración de la educación. El estudio muestra los riesgos potenciales de la integración de estas lógicas, cuando es manipulada y reducida a definiciones operativas desde una lógica factual. Se abordan de forma específica el riesgo de la reificación de los conceptos, la confusión de las lógicas, el reduccionismo de la causalidad considerada, las diferencias de lectura de un aconteci...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3cf9476b7c34d6592fbb4c17212ffb2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105315140,"asset_id":106002664,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105315140/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106002664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106002664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106002664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106002664]").text(description); $(".js-view-count[data-work-id=106002664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106002664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106002664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106002664, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3cf9476b7c34d6592fbb4c17212ffb2d" } } $('.js-work-strip[data-work-id=106002664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106002664,"title":"The risks inherent in the institutionalization of the narrative of the professional experience in the electronic portfolios","translated_title":"","metadata":{"abstract":"Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. 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src="https://attachments.academia-assets.com/105315137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106002663/Restricting_Meaning_or_Expanding_Consciousness_A">Restricting Meaning or Expanding Consciousness : A</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper argues that in a postmodern perspective, any curriculum is an expression of epistemolo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper argues that in a postmodern perspective, any curriculum is an expression of epistemology. It is a way of knowing, and a culturally oriented language. As such, curriculum is a manifestation of human consciousness, and it should comprehend in its scope the varieties of languages expressing races, genders, and social classes. Within a postmodern perspective, the curriculum becomes a means toward awakening consciousness, reaching the personal within the social, and respecting the humble in the fight against hegemonies. As empowerment lies upon sociocritical as well as personal insights, raising consciousness becomes the goal of postmodern education. The paper describes how, despite postmodern education&#39;s generous integrated goals, it may lead to new perversions becatise of mass networking and links to finance. The attempts to generalize politics of meaning through education may well submit the ideals of meaningfulnss to the language of adminis&quot;traitors&quot; at a tim...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e164692b0ef68d37b96d374ff9e2b70e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105315137,"asset_id":106002663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105315137/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106002663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106002663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106002663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106002663]").text(description); $(".js-view-count[data-work-id=106002663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106002663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106002663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 106002663, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e164692b0ef68d37b96d374ff9e2b70e" } } $('.js-work-strip[data-work-id=106002663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106002663,"title":"Restricting Meaning or Expanding Consciousness : A","translated_title":"","metadata":{"abstract":"This paper argues that in a postmodern perspective, any curriculum is an expression of epistemology. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651922"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651922/Educational_Globalization_and_the_Creation_of_Split_Identities"><img alt="Research paper thumbnail of Educational Globalization and the Creation of Split Identities" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651922/Educational_Globalization_and_the_Creation_of_Split_Identities">Educational Globalization and the Creation of Split Identities</a></div><div class="wp-workCard_item"><span>Multilingual Education Yearbook 2019</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Media of instruction may value the other culture to the detriment of the local culture and develo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Media of instruction may value the other culture to the detriment of the local culture and develop identification processes that have consequences on various stakeholders in terms of cultural and identity capital. This comparative and international Education study focuses on three cases that illustrate how multilingual settings impacted the sense of identity of language teachers in Asian contexts. It also explores how phenomena such as cultural inclusion, immersion, and the transcultural are enmeshed in the creation of global identities. They may create a split between the first language and culture and global culture. Internationalization has a deep effect on people of the upper middle class who tend to situate their sense of belonging in an imaginary that projects their future outside their country. The emphasis on English as the world dominant language tends even to modify local identities and places the source of economic attraction, pride and the sense of worth outside the Nation-State. The exception may be in bilingual settings where both linguacultures are welcome and respected, taught, and integrated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651922"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651922"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651922; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651922]").text(description); $(".js-view-count[data-work-id=83651922]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651922; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651922']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651922, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83651922]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651922,"title":"Educational Globalization and the Creation of Split Identities","translated_title":"","metadata":{"abstract":"Media of instruction may value the other culture to the detriment of the local culture and develop identification processes that have consequences on various stakeholders in terms of cultural and identity capital. 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Bu ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham&#39;ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce&#39;ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. Yazılı ve sözlü görüşmelerde gözlemlenen kavrayışları, yansıtıcı düşünceleri, sezgileri ve ilişkilendirmeleri, alan hakkındaki inançları ve değerleri, özetle hepsi anlamın çeşitli şekillerde ortaya çıkışıdır. Bu makale, hem alan hakkındaki mantıksal, sosyal ve...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c98ab51c3c9eed6594d0b71dcc3d47f8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926714,"asset_id":83651921,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926714/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651921"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651921]").text(description); $(".js-view-count[data-work-id=83651921]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651921']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651921, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c98ab51c3c9eed6594d0b71dcc3d47f8" } } $('.js-work-strip[data-work-id=83651921]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651921,"title":"İzlence Haritalandırması ve Eğitsel Sağlarlıklar: Öğretmen Adayları için Dönüşüm Kaynakları","translated_title":"","metadata":{"abstract":"Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. 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Bu makale, hem alan hakkındaki mantıksal, sosyal ve...","publisher":"TCI (Transnational Curriculum Inquiry)","publication_date":{"day":19,"month":12,"year":2010,"errors":{}}},"translated_abstract":"Bir araştırma süreci olan göstergebilim, mantıksal ilişkilendirmede insan boyutuyla birleşir. Bu makale, öğretmen adaylarının öğrenim bilgilerini, kişisel çalışma ve gördükleri eğitimle tasarlarken nasıl dönüşümsel olarak anlam ürettiklerini veya başka bir deyişle anlam üretme sürecinin nasıl bir dönüşüme uğradığını ele alır. Yazarlar, öğretmen adaylarında öğrenimin nasıl anlamlanıp, bilinçli bir hale gelerek düzenlendiğini ve dönüştürüldüğünü, Shank ve Cunningham\u0026#39;ın öğrenim bilgisi oluşumunu anlamada kullandıkları, Peirce\u0026#39;ün ilişkilendirme modeli ile inceler. Araştırma süreci, İngiliz Dili Öğretmenliği adaylarının, öğrenimlerini modelleme yeteneklerini ve alanlarında kendi yetkin kimliklerini ortaya çıkarmaya çalışır. 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true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651920"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651920/Risks_inherent_in_institutionalizing_narratives_of_professional_experience_in_electronic_portfolios"><img alt="Research paper thumbnail of Risks inherent in institutionalizing narratives of professional experience in electronic portfolios" class="work-thumbnail" src="https://attachments.academia-assets.com/88926613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651920/Risks_inherent_in_institutionalizing_narratives_of_professional_experience_in_electronic_portfolios">Risks inherent in institutionalizing narratives of professional experience in electronic portfolios</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. La narrativa y la investigación biográfica se entiende cada vez más como una ayuda para el desarrollo personal y profesional. Su uso como prueba de la práctica reflexiva en el marco de una estandarización de competencias, sistematiza la autodocumentación, que es considerada como la continuidad de la vida profesional. Este estudio examina algunas contradicciones inherentes a las diferentes lógicas de la formación, la evaluación y la administración de la educación. El estudio muestra los riesgos potenciales de la integración de estas lógicas, cuando es manipulada y reducida a definiciones operativas desde una lógica factual. Se abordan de forma específica el riesgo de la reificación de los conceptos, la confusión de las lógicas, el reduccionismo de la causalidad considerada, las diferencias de lectura de un...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="df2c0caa57cab5760ef9c9eaffbea538" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926613,"asset_id":83651920,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926613/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651920"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651920"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651920; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651920]").text(description); $(".js-view-count[data-work-id=83651920]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651920; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651920']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651920, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "df2c0caa57cab5760ef9c9eaffbea538" } } $('.js-work-strip[data-work-id=83651920]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651920,"title":"Risks inherent in institutionalizing narratives of professional experience in electronic portfolios","translated_title":"","metadata":{"abstract":"Resumen: Este trabajo aborda críticamente la integración de las historias de vida de la enseñanza a través de portafolios electrónicos utilizados para la cualificación profesional. 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The deep approach is a broad phenomenon that encompasses several domains. It manifest a turning point in the way we reflect on a variety of disciplines such as ecology, economy, engineering, mathematics, cross-cultural communication, psychology, and languages. The trend is influenced by semiotics-the science of meaningful signs-as an overarching discipline, process philosophy and complexity theory to address ontological dualism. The deep approach is an applied trend that is revolutionizing the ways we think about what should be accomplished in Education and Teacher Education, and how it should be done. It defines a move towards deeper conceptions of curricula in any disciplines and towards curriculum interconnectedness.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b2bc9f67460b48964bc055f597d1369a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88926674,"asset_id":83651919,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88926674/download_file?st=MTczMjc0MjY2OCw4LjIyMi4yMDguMTQ2&st=MTczMjc0MjY2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651919"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651919]").text(description); $(".js-view-count[data-work-id=83651919]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651919']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651919, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b2bc9f67460b48964bc055f597d1369a" } } $('.js-work-strip[data-work-id=83651919]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651919,"title":"Deep Education","translated_title":"","metadata":{"abstract":"This theoretical essay is to clarify what could be a deeper approach to education and its characteristics. 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September 2007 Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651918/International_Journal_of_Pedagogies_and_Learning_3_1_pp_59_66_September_2007_Making_the_Assessment_Criteria_Explicit_through_Writing_Feedback_A_Pedagogical_Approach_to_Developing_Academic">International Journal of Pedagogies and Learning, 3(1), pp. 59-66. September 2007 Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article has been anonymously peer-reviewed and accepted for publication in the International...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Learning academic writing has traditionally been a stumbling block for Higher Degree Research (HDR) students. HDR supervision pedagogy is not always explicit. Many HDR supervisors maintain an ‘osmosis ’ approach to learning about academic writing, and others, while acknowledging the importance of feedback on samples of HDR student writing, fail to provide feedback that enables a student to address the writing problems or to understand the nature of HDR assessment. 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Video allows for &quot;situated re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The paper reviews 25 years of experiences with video feedback. Video allows for &quot;situated research,&quot; referring to lived experience for the purpose of understanding and reflection. Video has thus freed research from an exclusively laboratory-based approach and broadened its scope to include self-viewing and other-viewing in reflective groups. Video feedback offers one means of contributing to the intersubjective meaning-making process. As such, it constitutes one of the loci of validation of knowledge in professional growth. Video feedback can be seen as an applied semiotic process through which foreign language learners and teachers make sense of their actions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651908"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651908/Tochon_F_V_1993_From_Teachers_Thinking_to_Macrosemantics_Catching_Instructional_Organizers_and_Connectors_in_Language_Teaching_Journal_of_Structural_Learning_and_Intelligent_Systems_12_1_1_22"><img alt="Research paper thumbnail of Tochon, F. V. (1993). From Teachers' Thinking to Macrosemantics: Catching Instructional Organizers and Connectors in Language Teaching. Journal of Structural Learning and Intelligent Systems, 12(1), 1-22" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651908/Tochon_F_V_1993_From_Teachers_Thinking_to_Macrosemantics_Catching_Instructional_Organizers_and_Connectors_in_Language_Teaching_Journal_of_Structural_Learning_and_Intelligent_Systems_12_1_1_22">Tochon, F. V. (1993). From Teachers' Thinking to Macrosemantics: Catching Instructional Organizers and Connectors in Language Teaching. Journal of Structural Learning and Intelligent Systems, 12(1), 1-22</a></div><div class="wp-workCard_item"><span>Journal of Intelligent Learning Systems and Applications</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The goal of this article is to frame the instructional intentionality in teachers&#39; thinking. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The goal of this article is to frame the instructional intentionality in teachers&#39; thinking. Actually, it is a study of instructional networks employed by expert teachers of French. Methods proper to cognitive processing can be useful in describing the epistemological work of instructional processing, that is the metanetworks related to a teacher&#39;s ways of knowing. Organizing knowledge for instruction involves a transformation of the curriculum, by teachers, from theory to practical intentions. Such knowledge and semiotic transformation can be analyzed in terms of the macrocomponents organizing and connecting curricular concepts and domains. The corpus studied in this research is comprised of interviews with 30 experts who teach French at the middle school school level.. The purpose of this article will be to demonstrate the use by these expert teachers of a conceptual grammar which focuses on instructional modeling. 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This grammar, in turn, becomes a powerful tool for the ana...","internal_url":"https://www.academia.edu/83651908/Tochon_F_V_1993_From_Teachers_Thinking_to_Macrosemantics_Catching_Instructional_Organizers_and_Connectors_in_Language_Teaching_Journal_of_Structural_Learning_and_Intelligent_Systems_12_1_1_22","translated_internal_url":"","created_at":"2022-07-24T08:47:42.269-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":1109520,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Tochon_F_V_1993_From_Teachers_Thinking_to_Macrosemantics_Catching_Instructional_Organizers_and_Connectors_in_Language_Teaching_Journal_of_Structural_Learning_and_Intelligent_Systems_12_1_1_22","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":1109520,"first_name":"Francois","middle_initials":"V","last_name":"Tochon","page_name":"FrancoisVTochon","domain_name":"wisc","created_at":"2012-01-09T23:33:38.167-08:00","display_name":"Francois V Tochon","url":"https://wisc.academia.edu/FrancoisVTochon"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83651907"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83651907/Tochon_F_V_2001_Lenseignance_r%C3%A9flexive_en_formation_des_ma%C3%AEtres_Reflective_Teacherhood_in_Teacher_Education_Penser_l_%C3%A9ducation_Philosophie_de_l_%C3%A9ducation_et_Histoire_des_id%C3%A9es_p%C3%A9dagogiques_9_51_92"><img alt="Research paper thumbnail of Tochon, F. V. (2001). L'enseignance réflexive en formation des maîtres (Reflective Teacherhood in Teacher Education). Penser l’éducation, Philosophie de l’éducation et Histoire des idées pédagogiques, 9, 51-92" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83651907/Tochon_F_V_2001_Lenseignance_r%C3%A9flexive_en_formation_des_ma%C3%AEtres_Reflective_Teacherhood_in_Teacher_Education_Penser_l_%C3%A9ducation_Philosophie_de_l_%C3%A9ducation_et_Histoire_des_id%C3%A9es_p%C3%A9dagogiques_9_51_92">Tochon, F. V. (2001). L'enseignance réflexive en formation des maîtres (Reflective Teacherhood in Teacher Education). Penser l’éducation, Philosophie de l’éducation et Histoire des idées pédagogiques, 9, 51-92</a></div><div class="wp-workCard_item"><span>Journal of Philosophy of Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Trois discours ayant eu une influence prégnante dans la formation des maîtres sont discutés et dé...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Trois discours ayant eu une influence prégnante dans la formation des maîtres sont discutés et déconstruits dans cet article. Le premier concerne le discours quasi économique sur l’efficacité de l’enseignant qui engage celui-ci à la productivité dans les interactions d’apprentissage. Le second porte sur les stratégies visant les savoirs et savoir-faire experts, qui permettent de susciter le conflit cognitif et de combattre le manque de motivation. Le troisième discours est celui de l’éveil narratif, de l’accomplissement subjectif de l’esprit grâce à la contemplation réflexive. Productivité, stratégie et sagesse constituent de fait trois stéréotypies discursives en formation des maîtres. Comment repenser la formation au moment où même les concepts les plus positifs sont récupérés dans une visée ségrégationniste, alors que les partenariats sont les enjeux même de l’assujettissement conceptuel et de la lutte entre les classes enseignantes? Comment situer l’enseignance réflexive dans ce...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83651907"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83651907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83651907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83651907]").text(description); $(".js-view-count[data-work-id=83651907]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83651907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83651907']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 83651907, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83651907]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83651907,"title":"Tochon, F. 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It ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article presents the core principles of a Deep Approach to Turkish language and culture. It discusses some challenges related to project-based education in the field of world language education, and provides the guidelines used by the author to guide the creation of advanced level learning modules developed for teaching Turkish as a foreign language in the United States of America. With a transdisciplinary orientation, the Deep Approach emphasizes projects, content, and processes. The developmental autonomy of the learner is acknowledged and language learning and motivation is enhanced by real-life themes, issues, and actions. 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