<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tous peuvent réussir. Partir des élèves dont on n’attend rien, ATD Quart Monde, Marseille</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">AP</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tous peuvent réussir. Partir des élèves dont on n’attend rien, ATD Quart Monde, Marseille</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">AP</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Territoires et démocratie culturelle : vers un nouveau contrat éducatif. Corte: MESCE</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">AP</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Territoires et démocratie culturelle : vers un nouveau contrat éducatif. Corte: MESCE</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">AP</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%">Chobert, J.</style></author><author><style face="normal" font="default" size="100%">François, C.</style></author><author><style face="normal" font="default" size="100%">J.-L Velay</style></author><author><style face="normal" font="default" size="100%">Besson, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Twelve months of active musical training in 8-to10-year-old children enhances the preattentive processing of syllabic duration and voice onset time</style></title><secondary-title><style face="normal" font="default" size="100%">Cerebral Cortex</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">956-967</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></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%">Michel Floro</style></author><author><style face="normal" font="default" size="100%">Raso, M.-V</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tutorat collectif et renversement de la logique de formation. Le tutorat : quelles pratiques pour quels enjeux ?</style></title><secondary-title><style face="normal" font="default" size="100%">Education permanente</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://hal-amu.archives-ouvertes.fr/hal-01440537</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">206</style></volume><pages><style face="normal" font="default" size="100%">87-95</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">1</style></issue></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%">Olympio, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Trajectoires de formation et d’emploi: une comparaison France-Suisse Comité d’exploitation DEPP-EVA, INSEE, Paris.  </style></title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">COM</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%">Enea-Drapeau, Claire</style></author><author><style face="normal" font="default" size="100%">Carlier, Michèle</style></author><author><style face="normal" font="default" size="100%">Huguet, Pascal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tracking subtle stereotypes of children with trisomy 21: from facial-feature-based to implicit stereotyping</style></title><secondary-title><style face="normal" font="default" size="100%">PLoS ONEPLoS ONE</style></secondary-title><short-title><style face="normal" font="default" size="100%">Tracking subtle stereotypes of children with trisomy 21PLoS ONE</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ACL</style></keyword><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">Attitude of Health Personnel</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">child development</style></keyword><keyword><style  face="normal" font="default" size="100%">Down syndrome</style></keyword><keyword><style  face="normal" font="default" size="100%">Facial Expression</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Middle Aged</style></keyword><keyword><style  face="normal" font="default" size="100%">Prejudice</style></keyword><keyword><style  face="normal" font="default" size="100%">Questionnaires</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Perception</style></keyword><keyword><style  face="normal" font="default" size="100%">Stereotyping</style></keyword><keyword><style  face="normal" font="default" size="100%">Young Adult</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">7</style></volume><pages><style face="normal" font="default" size="100%">e34369</style></pages><isbn><style face="normal" font="default" size="100%">1932-6203</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">BACKGROUND: Stigmatization is one of the greatest obstacles to the successful integration of people with Trisomy 21 (T21 or Down syndrome), the most frequent genetic disorder associated with intellectual disability. Research on attitudes and stereotypes toward these people still focuses on explicit measures subjected to social-desirability biases, and neglects how variability in facial stigmata influences attitudes and stereotyping.&lt;br/&gt;METHODOLOGY/PRINCIPAL FINDINGS: The participants were 165 adults including 55 young adult students, 55 non-student adults, and 55 professional caregivers working with intellectually disabled persons. They were faced with implicit association tests (IAT), a well-known technique whereby response latency is used to capture the relative strength with which some groups of people--here photographed faces of typically developing children and children with T21--are automatically (without conscious awareness) associated with positive versus negative attributes in memory. Each participant also rated the same photographed faces (consciously accessible evaluations). We provide the first evidence that the positive bias typically found in explicit judgments of children with T21 is smaller for those whose facial features are highly characteristic of this disorder, compared to their counterparts with less distinctive features and to typically developing children. We also show that this bias can coexist with negative evaluations at the implicit level (with large effect sizes), even among professional caregivers.&lt;br/&gt;CONCLUSION: These findings support recent models of feature-based stereotyping, and more importantly show how crucial it is to go beyond explicit evaluations to estimate the true extent of stigmatization of intellectually disabled people.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><remote-database-name><style face="normal" font="default" size="100%">NCBI PubMed</style></remote-database-name></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%">Damien Givry</style></author><author><style face="normal" font="default" size="100%">Roth, Wolff-Michael</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Toward a new idea of conceptions and conceptual change: the interplay of talk, gestures, and semiotic resources in the setting</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Research in Science TeachingJournal of Research in Science Teaching</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><number><style face="normal" font="default" size="100%">10</style></number><pub-location><style face="normal" font="default" size="100%">Toronto</style></pub-location><volume><style face="normal" font="default" size="100%">43</style></volume><pages><style face="normal" font="default" size="100%">1086-1109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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>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%">Froment, Pascale</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Territoires et mobilités des entreprises italiennes du système mode</style></title><secondary-title><style face="normal" font="default" size="100%">Entreprises et histoire</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">74</style></volume><pages><style face="normal" font="default" size="100%">22-36</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></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%">Teresa Assude</style></author><author><style face="normal" font="default" size="100%">S Coppé</style></author><author><style face="normal" font="default" size="100%">Pressiat, André</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tendances de l'enseignement de l'algèbre élémentaire au collège: atomisation et réduction</style></title><secondary-title><style face="normal" font="default" size="100%">Recherche en didactique des mathématiquesRecherche en didactique des mathématiques</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><volume><style face="normal" font="default" size="100%">N° Spécial Hors Série</style></volume><pages><style face="normal" font="default" size="100%">41-62</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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>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>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Quinn, Frances</style></author><author><style face="normal" font="default" size="100%">J. Castéra</style></author><author><style face="normal" font="default" size="100%">P. Clément</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers’ conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature</style></title><secondary-title><style face="normal" font="default" size="100%">Environmental Education Research</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><publisher><style face="normal" font="default" size="100%">Routledge</style></publisher><pages><style face="normal" font="default" size="100%">1-25</style></pages><isbn><style face="normal" font="default" size="100%">1350-4622</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><access-date><style face="normal" font="default" size="100%">2015/09/22</style></access-date></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%">J. 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Clément</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers’ conceptions about the genetic determinism of human behaviour: A survey in 23 countries</style></title><secondary-title><style face="normal" font="default" size="100%">Science &amp; Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">417-443</style></pages><isbn><style face="normal" font="default" size="100%">0926-7220</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><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%">P. Terrien</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Transmettre un chant de l’auralité à l’oralité. Transmettre, Conservatoire national des arts et métiers (CNAM)  .</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><pub-location><style face="normal" font="default" size="100%">Institut National de Recherche en Pédagogie (INRP) -Paris</style></pub-location><pages><style face="normal" font="default" size="100%">17</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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%">Marie-Christine Félix</style></author><author><style face="normal" font="default" size="100%">L. Espinassy</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Pontificia Univesidade Catolica de Sao paulo</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Transformaçao de resultados de pesquisa em recursos para formaçao</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">7 octobre 2011</style></date></pub-dates></dates><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%">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%">Y Alpe</style></author><author><style face="normal" font="default" size="100%">A. Barthes</style></author><author><style face="normal" font="default" size="100%">P. Champollion</style></author><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author><author><style face="normal" font="default" size="100%">Jeziorski, Agnieszka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Theoretical reflexions about education fos sustainable development concept: cultural and territorial dimmensions as social innovations</style></title><secondary-title><style face="normal" font="default" size="100%">9th international conference of territorial intelligence, ENTI</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><pub-location><style face="normal" font="default" size="100%">Strasbourg</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><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%">A. Barthes</style></author><author><style face="normal" font="default" size="100%">Ladage, Caroline</style></author><author><style face="normal" font="default" size="100%">Jeziorski, Agnieszka</style></author><author><style face="normal" font="default" size="100%">P. Champollion</style></author><author><style face="normal" font="default" size="100%">Alain Legardez</style></author><author><style face="normal" font="default" size="100%">J.-L. Fauguet</style></author><author><style face="normal" font="default" size="100%">Y Alpe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Theoretical reflections about education for sustainable develpment concept: Cultural and territorial imensions as social innovations</style></title><secondary-title><style face="normal" font="default" size="100%">European network of Territorial Intelligence</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%">17 au 19 novembre</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Strasbourg</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><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%">Aravecchia, Liliane</style></author><author><style face="normal" font="default" size="100%">Montel, Luc</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">University, Athena</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">TERECoP project: the French experiment</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><publisher><style face="normal" font="default" size="100%">TERECoP %8 22 september %! TERECoP project: the French experiment</style></publisher><pub-location><style face="normal" font="default" size="100%">Athènes (Grèce)</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><notes><style face="normal" font="default" size="100%">Lessons learnt from the TERECoP Project and new pathways into educational robotics across Europe</style></notes><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%">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%">P. Terrien</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Transposition didactique et matrice disciplinaire en didactique instrumentale. Haute Ecole de Musique de Lausanne, 21, 22 et 23 janvier 2013.</style></title></titles><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>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Damien Givry</style></author><author><style face="normal" font="default" size="100%">Panagiotis Pantidos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Toward a Multimodal Approach of Science Teaching</style></title><secondary-title><style face="normal" font="default" size="100%">COLLOQUE SIEST MEDITERRANEE TUNIS 2012 Dispositifs, démarches, apprentissage dans l’Enseignement des sciences et technologies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">&lt;halshs-00963636&gt;</style></url></web-urls></urls><pub-location><style face="normal" font="default" size="100%">Tunisia</style></pub-location><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">123-130</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><custom1><style face="normal" font="default" size="100%">Carthage</style></custom1><custom3><style face="normal" font="default" size="100%">Dispositifs, démarches, apprentissage dans l'enseignement des sciences et technologies</style></custom3><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>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gericke, Niklas</style></author><author><style face="normal" font="default" size="100%">P. Clément</style></author><author><style face="normal" font="default" size="100%">Mc Ewen, Birgitta</style></author><author><style face="normal" font="default" size="100%">Hagman, Mats</style></author><author><style face="normal" font="default" size="100%">Landström, Jan</style></author><author><style face="normal" font="default" size="100%">Nyberg, Eva</style></author><author><style face="normal" font="default" size="100%">J. Castéra</style></author><author><style face="normal" font="default" size="100%">Pettersson, Maria</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers' understanding of genetic determinism: A comparative study between Sweden and France</style></title><secondary-title><style face="normal" font="default" size="100%">ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning</style></secondary-title><short-title><style face="normal" font="default" size="100%">Teachers' understanding of genetic determinism: A comparative study between Sweden and France</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-7 September, 2013</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Nicosia, Cyprus</style></pub-location><pages><style face="normal" font="default" size="100%">https://www.esera2013.org.cy/proposal-view.2/?abstractid=774</style></pages><isbn><style face="normal" font="default" size="100%">978-9963-700-73-8</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><orig-pub><style face="normal" font="default" size="100%">https://www.esera2013.org.cy/proposal-view.2/?abstractid=774</style></orig-pub><label><style face="normal" font="default" size="100%">C-ACTI</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%">J. Castéra</style></author><author><style face="normal" font="default" size="100%">P. Clément</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers’ conceptions of biological determinism in five countries: Denmark, Estonia, Finland, France and Italy</style></title><secondary-title><style face="normal" font="default" size="100%">ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-7 September, 2013</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Nicosia, Cyprus</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">C-ACTI</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><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%">P. 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