<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Saliba, Marie-Thérèse</style></author><author><style face="normal" font="default" size="100%">Naim, Ouaini</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author><author><style face="normal" font="default" size="100%">Nonnon, Pierre</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TIC et enseignement de la Chimie : au-delà des discours, quels dispositifs d’enseignement pour quels apprentissages?</style></title><secondary-title><style face="normal" font="default" size="100%">Review of science, mathematics and ICT education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Chimie</style></keyword><keyword><style  face="normal" font="default" size="100%">Classes secondaires</style></keyword><keyword><style  face="normal" font="default" size="100%">ExAO</style></keyword><keyword><style  face="normal" font="default" size="100%">Formation des maitres</style></keyword><keyword><style  face="normal" font="default" size="100%">Ingénierie didactique</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">6</style></volume><pages><style face="normal" font="default" size="100%">17-40</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;In this research we suggest to take advantage of the opportunities offered by the new information and communication technologies (NICT). This new techno-scientific process of investigation will be realized via a laboratory of CAE (Computer assisted experimentations) where the computer is the learning tool that seeks in real time concrete observations. Experimental know- how, and the using of abstract representations to solve problems. To do this, we have introduced innovated courses in Didactics based on ICT/CAE in our Masters programs in the Holy Spirit University of Kaslik (USEK). These courses are intended for initial and continuous training of our student-teachers in mathematics and science and technology. Subsequently, our student-teachers will use CAE with their students in high schools for teaching chemistry to test and validate the functional aspect of the environment CAE proposed. The educational validation of this paradigm will be based on the confrontation between a priori analysis and subsequent findings to measure the gap of understanding that students have acquired.&lt;/p&gt;</style></abstract><section><style face="normal" font="default" size="100%">17</style></section><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bekale Nze, Jean Sylvain</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Technical and vocational teaching and training in Gabon: how future teachers build their vocational identity?</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Aug</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">399-416</style></pages><isbn><style face="normal" font="default" size="100%">0957-7572</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><accession-num><style face="normal" font="default" size="100%">WOS:000307271800009</style></accession-num><notes><style face="normal" font="default" size="100%">Times Cited: 0</style></notes><label><style face="normal" font="default" size="100%">ACL</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%">Bousquet, Gilles</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Training teachers in France within the LMD structure</style></title><secondary-title><style face="normal" font="default" size="100%">International seminar on education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">3 February</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">University of Wisconsin</style></publisher><pub-location><style face="normal" font="default" size="100%">Madison (USA)</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><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>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%">Ginner, Thomas</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Technology education, French specificities and universal questions</style></title><secondary-title><style face="normal" font="default" size="100%">Technology education, future and perspectives</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">20-22 june</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">University of Lipkopen</style></publisher><pub-location><style face="normal" font="default" size="100%">Lipkopen</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><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>47</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%">Bousquet, Gilles</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Training teachers at Aix-Marseille University</style></title><secondary-title><style face="normal" font="default" size="100%">Bilateral seminar for educational investigations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">21-24 february</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">University of Wisconsin</style></publisher><pub-location><style face="normal" font="default" size="100%">Madison</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The establishment of the European Union has had profound impacts, including harmonisation of national legislations and of its citizens’ rights. This construction, from the European Economic Community to the union of the citizens, is widely based on the harmonisation of the educational policies of the Member States; it privileges the mobility of the students, teachers, and executives of education. However, school and university systems differ extensively from country to country. For example, the passage from elementary school to secondary education does not occur at the same age in different countries. The same diversity can be seen at the university level, including, for example, the duration of studies necessary to complete a doctorate degree (from six to nine years). The Bologna process has been established to bring about European harmonisation in university courses in each of the Member States.&lt;br/&gt;The training of teachers in Europe is particularly diverse, with some trained in faculties of education, others in vocational schools, and others learning their role through on-the-job training. To this diversity in terms of place and duration of courses is added differences in curricula as well as the different kinds of institutions which organise this formation. The difference between courses for teachers training in a faculty of education and those offered to new teachers not having received any formal teacher education before finding themselves in front of a class characterises the value attributed to the job of teacher and to the professional competencies required to practice. Compared to specific educational training in the first case, the role of ‘teacher’ is too often returned to a category of ‘transmitter of knowledge’  in the second case, where only a solid academic knowledge of the field is required; it is necessary (and it is sufficient) to be good in mathematics to be a good teacher of mathematics. Such general considerations significantly impact views of the role of teachers, for which there is a real disparity between the various European countries.&lt;br/&gt;This communication presents the teacher education in France that has needed to undergo significant reforms as a result of the Bologna process. The examples demonstrate the role and place occupied by schools and, consequently, the role and place granted to teachers and their training. From the French academic institutes constrained within an old Jacobin tradition, we will examine how teachers’ education and training are organised, and through this which values and social images of the job are promoted. How the Bologna process is implemented will then be considered.</style></abstract><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%">Alister, Jones T.</style></author><author><style face="normal" font="default" size="100%">De Vries, Marc</style></author></secondary-authors><tertiary-authors><author><style face="normal" font="default" size="100%">Custer, Rodney L.</style></author><author><style face="normal" font="default" size="100%">De Vries, Marc</style></author></tertiary-authors><subsidiary-authors><author><style face="normal" font="default" size="100%">Robert Watson</style></author></subsidiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Training Technology Teachers in Europe: Putting the Bologna process into action</style></title><secondary-title><style face="normal" font="default" size="100%">International Handbook of research and development in technology education</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">International Technology Education Studies</style></tertiary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><number><style face="normal" font="default" size="100%">5</style></number><publisher><style face="normal" font="default" size="100%">Sense Publisher</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">569-580</style></pages><isbn><style face="normal" font="default" size="100%">978-90-8790-877-5</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">47</style></section><label><style face="normal" font="default" size="100%">OS</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%">Alister, Jones T.</style></author><author><style face="normal" font="default" size="100%">De Vries, Marc</style></author></secondary-authors><subsidiary-authors><author><style face="normal" font="default" size="100%">Robert Watson</style></author></subsidiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Thinking about Technology Education in France: A brief overview and some aspects of investigations</style></title><secondary-title><style face="normal" font="default" size="100%">International Handbook of research and development in technology education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publisher</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">31-40</style></pages><isbn><style face="normal" font="default" size="100%">978-90-8790-877-5</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">Section 1</style></section><label><style face="normal" font="default" size="100%">OS</style></label></record></records></xml>