ASTEP and professional development, Evelyne Touchard
•Download as PPT, PDF•
1 like•698 views
The ASTEP program pairs science students with primary school teachers to support hands-on science education. A study analyzed the effects of the program on teaching methods. Interviews found that collaborating with a science student confirmed teachers' scientific knowledge and led to restructuring lessons. The program is most effective when the teacher wishes to improve practice by receiving input. It allows teachers to observe the investigative approach in action and refine their own teaching style with feedback.
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (6)
Similar to ASTEP and professional development, Evelyne Touchard
Similar to ASTEP and professional development, Evelyne Touchard (20)
More from Brussels, Belgium
More from Brussels, Belgium (20)
Recently uploaded
Recently uploaded (20)
ASTEP and professional development, Evelyne Touchard
- 1. SUPPORTING TEACHERS THROUGH THE INVOLVEMENT OF SCIENTISTS IN PRIMARY EDUCATION (ASTEP) AND PROFESSIONAL DEVELOPMENT SCIENTIX 24 - 26 OCTOBER 2014 BRUSSELS EVELYNE TOUCHARD ACADÉMIE DE GRENOBLE
- 2. I. WHAT IS ASTEP ? ASTEP, initiated by the Fondation “La main à la pâte”, promotes a system where the research scientists, engineers, professional technicians, and science students commit themselves to actively support primary school teachers and their pupils.
- 4. I. ASTEP IN FRANCE In 2013-2014 1146 classrooms 1524 supporting science students
- 5. SUPPORTING TEACHERS BY CITIES 0 <20 20 < A <50 > 50 > 100 Aix- Marseill e Nice Paris Nantes Versaille s Creteil Nancy- Metz
- 6. SCIENCE STUDENT PROFILES Degree level Masters level Doctorates Engineers / research Retired Others
- 7. II. PRESENTATION OOFF TTHHEE SSTTUUDDYY SUPPORTING SCIENCE AND TECHNOLOGY IN PRIMARY SCHOOLS : WHAT ARE THE ISSUES, AND WHAT EFFECTS DOES AN INVESTIGATIVE APPROACH HAVE ON TEACHING METHODS?
- 8. OBJECTIVES OF THE STUDY - To understand what coaching is under ASTEP - To identify obstacles and aids related to teaching based on the investigative approach - To identify the forms and functions of team-work To highlight the opportunities offered by ASTEP professional development.
- 9. RESEARCH APPROACH Theoretical framework Investigative approach Support Team work Methodology Questionnaire Feedback interview
- 11. * TEAM TEACHING
- 13. *COLLABORATION
- 14. THEORETICAL FRAMEWORK TEAM TEACHING
- 15. * COHESION
- 16. EXTRACT EXPLORATORY INTERVIEW Extract (EEE, PE4, Group 1) « Scientific knowledge, for example how clouds form…euh, it was something I could also have explained, but to discuss this was really enlightening, it confirmed what I had been able to read on the subject. » the effect of teaching with a science student on the teacher’s scientific knowledge Extract (EEE, PE5, Group 1) « The three of us totally restructured the project, we are going to start with these questions, and at each step we would like to progress a little further to reach the conclusion of our electronic game » the collaboration resulting from the team teaching
- 18. ACTIVITY ANALYSIS Schools in “difficult” catchment areas with a Science Resource Schools in “difficult” catchment areas with a Science Resource 2nd GROUP Center Center OOnnee ssttuuddeenntt Teacher variables -initial Scientific training - In-service training -Understanding of ASTEP Urban and rural schools (no “difficult” catchment Urban and rural schools (no “difficult” catchment areas) areas) SSeevveeraral ls tsutuddeenntsts 1st GROUP TEACHING STYLES Project OF Project WITH Project FOR
- 19. PROJECTS AND TEACHING STYLES Project OF Independent teacher Support class project Project support Project WITH Teacher who needs help. Project developed with the supporting student Support project Project FOR No specific teaching project The student replaces the teacher. Intervention project
- 20. RESULTS
- 21. CONCLUSIONS ASTEP is effective if the teacher wishes to consolidate or improve their teaching practice project OF/WITH ASTEP allows the teacher to step back and take note of important steps in the Investigative Approach The role of the supporting student evolves according to the needs of the teacher but he cannot replace the teacher ASTEP encourages various forms of team-teaching. Feedback on different situations can result in the teacher modifying their approach The development of professional skills results from an analysis of a teaching situation
- 22. PERSPECTIVES - Develop the joint project - Define the role of each - Prepare class sessions 1- E-learning 2- Team work 3- Analysis of practice Explain the issues and functions of ASTEP - Illustrate the Investigative Approach - Illustrate the role of the supporting science student - Help the teachers to improve their teaching skills Assessment of ASTEP - To identify the effects and the role of the supporting student - Debriefing with a teacher-training supervisor
- 24. THANK YOU FOR YOUR ATTENTION !
Editor's Notes
- Good morning everybody, ladies and gentlemen. I am very honored to be here; My name is Evelyn Touchard, and I train primary school teachers in France I am here to present a study on the Support of Science and Technology in primary school. I carried out the Foundation&apos;s Hands-On as part of masters in engineering training. I&apos;ll start by explaining what ASTEP is ; I will then introduce the study and the results. Finally, I will conclude with opportunities for professional development that this feature can offer.
- But, first of all, what is ASTEP? ASTEP is a programme within the French National Education system which supports primary teachers.
- The aim of ASTEP is to connect school teachers with science students so that together they can team-teach in the classroom. This project allows pupils to learn and investigate through hands-on experience.
- The programme has become very popular in France over the past 15 years
- As you can see on this map, ASTEP is present in many regions. The number is greater in cities where there are scientific universities and engineering schools such as Toulouse, Grenoble, Paris, Strasbourg.
- Scientists at all levels are involved in the project, from first year students to professors.
- I will now present the study I carried out. It has allowed me to identify the issues and the effects that this team teaching approach can have on teaching science in primary schools.
- My research was based on a wealth of studies in education theory My intention was to highlight the difficulties faced by primary school teachers when using an Investigative Approach and then address their need for support.
- The 1st difficulty relates to the multiple approaches needed for an IA. The complexity lies in reconciling the linear process of questioning investigating, acquiring and implementing knowledge with the numerous investigative methods. The methods may include an experimental approach, modeling, and research. The 2nd problem lies in ensuring that the teacher completely understands the complexity of the task. He needs to teach both scientific skills and content. This requires both initial and ongoing, in-service training. 3rd difficulty is that few teachers have the necessary scientific background to teach scientific concepts. 4th difficulty: the teacher must adapt his teaching style to a more child-centred, collaborative and interactive approach. He needs to stand back, observe pupils and encourage group work. For teachers who are more used to whole class teaching, this is a radical change.
- This photo shows just how much the children are involved in and enjoying their learning experience
- The education theory has allowed me to clarify the term “support teaching”. I based this on the work of Maela Paul and JP Boutinet. The support requires an introductory meeting between the teacher and the students where they can exchange on their individual skills and personal project. They will then define a common purpose and the means to put it into practice. They need to clearly define the supportive role, ie is the student there to support The aim of this constructive relationship is to develop skills, build confidence and, in the long term, create autonomy. .
- A video extract to show the relationship between teacher and student
- Finally I looked at how team teaching works in this situation. Studies by Michel Grangeat and Isabelle Vinatier helped me to define the forms and functions of team teaching. When teachers and students are collaborating, they need to share knowledge and have common goals. Their methods may differ but they must remain coherent. When teachers and students are cooperating, each relies upon their own specific skills to share the tasks. They need to be clear and understand eachother’s distinct roles and responsibility Finally when teachers and students totally share the same space and resources, working together on the same task, they become co-actors. Confronting their ideas and methods should result in their evaluating and adapting their teaching.
- This photo illustrates cohesion where teacher and students share the same space and resources
- I used questionnaires and interviews to profile the teachers and students taking part in the study. The interviews were particularly revealing, and allowed me to understand and analyze each teacher and student’s behavior and teaching. Here are two examples of an interview analysis: The first extract shows how the teacher can benefit from scientific support. The 2nd extract highlights how team teaching brings about real collaboration
- On this picture, teacher and students took turns either as teaching or observing, each contributing with their own knowledge and skills
- I worked with 19 teachers and 23 science students in Grenoble. The teachers were supported by one, two or three students. I identified two independent variables related to teacher training and one dependent variable connected to the teacher’s understanding of ASTEP. Data analysis highlights three teaching styles (as described by JP Boutinet): The project OF (21% of ASTEP projects) the project WITH (73% of ASTEP projects) and the project FOR (5% of ASTEP projects)
- The project OF: in this case a teacher already has a class project; they simply require advice. The student is involved in Project support. (75% of our teachers already had some initial scientific training) The project WITH is developed with the student. The teacher wants to develop his/her investigative approach or refresh his/her knowledge. In this case the student is involved in the Support project, supporting and guiding the teacher. (In this case only 21% of teachers had any initial scientific training) In the project FOR, the teacher doesn’t formulate any need either for developing his/her teaching method or for creating a class project. The understanding of ASTEP is obviously insufficient and the independent variables are all negative : no initial scientific training, and very little in-service training. Here we have an intervention project: the support student delivers the project for the teacher.
- This diagram shows you how ASTEP can effect the project&apos;s three teaching styles, by quantifying the Investigative Approach, the different forms of team teaching and the interaction with the support Relationship. On the whole, this study has shown that ASTEP has had a major effect on the implementation of the Investigative Approach (89% of the OF and WITH projects) and a slight effect on lesson planning (26% of the OF and WITH projects). The teachers&apos; scientific knowledge was only moderately affected (particularly 47% of the WITH projects as 21% of the teachers already had basic scientific training). The teamwork resulting from ASTEP is mainly cooperation, with teacher and student sharing complementary tasks. In the case of projects OF , collaboration is more important because the teacher has scientific training and the student most frequently plays an advisory role. In the case of projects WITH , the student plays a supporting and guiding role. The projects FOR are the only ones causing problems as there seems to be no effect on any Investigative Approach or teamwork. The teacher becomes totally uninvolved with the student setting up and carrying out the project in his/her place.
- It would be interesting to include ASTEP in teacher training programs so that they can develop and analyse their skills from practical experience. This is an example of ASTEP training with 3 stages that can encourage the development of teaching skills