<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pascale Brandt‐Pomares</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author><author><style face="normal" font="default" size="100%">Roustan, Christiane</style></author><author><style face="normal" font="default" size="100%">Marjolaine Chatoney</style></author><author><style face="normal" font="default" size="100%">Jean-Marie Boilevin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Groupe de Formation Professionnelle Interdisciplinaire et Transversale : Exemple de dispositif de formation professionnelle des enseignants</style></title><secondary-title><style face="normal" font="default" size="100%">Regards des didactiques des disciplines sur les pratiques et la formation des enseignants</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Analyses de pratiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Apports des IUFM sur les pratiques de formation</style></keyword><keyword><style  face="normal" font="default" size="100%">Construction des compétences professionnelles</style></keyword><keyword><style  face="normal" font="default" size="100%">Didactiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Enseignants débutants</style></keyword><keyword><style  face="normal" font="default" size="100%">Formation des enseignants</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">20-22 octobre</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">IUFM Midi-Pyrénées; Université Toulouse 2, le Mirail</style></publisher><pub-location><style face="normal" font="default" size="100%">Toulouse</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cette contribution porte sur la perception qu’ont les acteurs d’un module de formation initiale d’enseignants du second degré. Ce dispositif mis en œuvre pour la première fois par 28 formateurs auprès de 435 professeurs stagiaires articule les dimensions disciplinaires, didactiques et interdisciplinaires et transversales, il interroge les relations entre didactique de la discipline enseignée et didactique professionnelle dans la construction des compétences professionnelles des enseignants.</style></abstract><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">William, John</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></title><secondary-title><style face="normal" font="default" size="100%">27th PATT Conference</style></secondary-title><short-title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Activity</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive load</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT-based environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Instrument</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Representation</style></keyword><keyword><style  face="normal" font="default" size="100%">Solving-problem</style></keyword><keyword><style  face="normal" font="default" size="100%">Strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Tool</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-6 December</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Waikoko University</style></publisher><pub-location><style face="normal" font="default" size="100%">Christchurch (New-Zealand)</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">French school gives an important place to ICT-based environments. All subjects are concerned, and, specifically, Technology Education (TE). The aim is to develop the understanding about these technologies (and their social impact) and to give competencies to use these modern tools. Evidently, the link between understanding and abilities depend of the meaning gives to the educational situations proposed to the pupils. If we analyze this, we can define which kind of knowledge pupils need to use computer, to search information and to use it. This analyze need to pose the question of the references to this knowledge and to these skills. According with ergonomic studies as we can find in the recent psychological investigations, the problem is posed in terms of appropriation by the subject of a tool. We know that this process supposed to integrate a procedural process (how to use this tool) and a meaningful process (why I use this tool). We also know the weakness of the learning based on the operation control (because, it concerns only the procedural process). This question is essential if we want to imagine school situations that allow pupils elaboration of operational tools they master, notably about the significant knowledge they need to give meaningful to their practices. The aim of this paper is to introduce this discussion through two relevant situations, analyzed from the viewpoint of the teaching-learning processes.</style></abstract><custom1><style face="normal" font="default" size="100%">Christchurch</style></custom1><custom2><style face="normal" font="default" size="100%">2013</style></custom2><custom3><style face="normal" font="default" size="100%">27th PATT Conference</style></custom3><label><style face="normal" font="default" size="100%">INV</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">William, John</style></author><author><style face="normal" font="default" size="100%">Gedera, Dilani</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></title><secondary-title><style face="normal" font="default" size="100%">Technology education for the future: a play on sustainability</style></secondary-title><short-title><style face="normal" font="default" size="100%">Giving meaning to the use of tools: some elements of discussion about ICT in the French curriculum of technology education</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Activity</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive load</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT-based environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Instrument</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Representation</style></keyword><keyword><style  face="normal" font="default" size="100%">Solving-problem</style></keyword><keyword><style  face="normal" font="default" size="100%">Strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Tool</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><publisher><style face="normal" font="default" size="100%">Waikoto University</style></publisher><pub-location><style face="normal" font="default" size="100%">Christchurch (New-Zealand)</style></pub-location><pages><style face="normal" font="default" size="100%">173-179</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">French school gives an important place to ICT-based environments. All subjects are concerned, and, specifically, Technology Education (TE). The aim is to develop the understanding about these technologies (and their social impact) and to give competencies to use these modern tools. Evidently, the link between understanding and abilities depend of the meaning gives to the educational situations proposed to the pupils. If we analyze this, we can define which kind of knowledge pupils need to use computer, to search information and to use it. This analyze need to pose the question of the references to this knowledge and to these skills. According with ergonomic studies as we can find in the recent psychological investigations, the problem is posed in terms of appropriation by the subject of a tool. We know that this process supposed to integrate a procedural process (how to use this tool) and a meaningful process (why I use this tool). We also know the weakness of the learning based on the operation control (because, it concerns only the procedural process). This question is essential if we want to imagine school situations that allow pupils elaboration of operational tools they master, notably about the significant knowledge they need to give meaningful to their practices. The aim of this paper is to introduce this discussion through two relevant situations, analyzed from the viewpoint of the teaching-learning processes.</style></abstract><custom1><style face="normal" font="default" size="100%">Christchurch</style></custom1><custom3><style face="normal" font="default" size="100%">27th PATT Conference</style></custom3><num-vols><style face="normal" font="default" size="100%">1</style></num-vols><label><style face="normal" font="default" size="100%">INV</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Gestepro, a research laboratory in science, technology and vocational education</style></title><secondary-title><style face="normal" font="default" size="100%">The cultural transmission of artefacts, skills and knowledge: Eleven studies in technology education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publishers %6 1</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">3-6</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record></records></xml>