Devolution and Autonomy in Education
Herausgeber: Buznic-Bourgeacq, Pablo
Devolution and Autonomy in Education
Herausgeber: Buznic-Bourgeacq, Pablo
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Allowing learners to take some responsibility may seem obvious yet what is actually afforded to them, and how this process works, remains difficult to grasp. It is therefore essential to study the real objects of devolution and the roles played by the subjects involved. Devolution and Autonomy in Education questions the concept of devolution, introduced into the field of education in the 1980s from disciplinary didactics, and described in Guy Brousseau's Theory of Didactical Situations in Mathematics as: the act by which the teacher makes the student take responsibility for a learning…mehr
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Allowing learners to take some responsibility may seem obvious yet what is actually afforded to them, and how this process works, remains difficult to grasp. It is therefore essential to study the real objects of devolution and the roles played by the subjects involved. Devolution and Autonomy in Education questions the concept of devolution, introduced into the field of education in the 1980s from disciplinary didactics, and described in Guy Brousseau's Theory of Didactical Situations in Mathematics as: the act by which the teacher makes the student take responsibility for a learning situation (adidactic) or problem and accepts the consequences of this transfer. The book revisits this concept through a variety of subject areas (mathematics, French, physical education, life sciences, digital learning, play) and educational domains (teaching, training, facilitation). Using these intersecting perspectives, this book also examines the purpose and timeline of the core process for thinking about autonomy and empowerment in education.
Produktdetails
- Produktdetails
- Verlag: Wiley
- Seitenzahl: 256
- Erscheinungstermin: 31. August 2021
- Englisch
- Abmessung: 240mm x 161mm x 18mm
- Gewicht: 548g
- ISBN-13: 9781786306982
- ISBN-10: 1786306980
- Artikelnr.: 62124933
- Verlag: Wiley
- Seitenzahl: 256
- Erscheinungstermin: 31. August 2021
- Englisch
- Abmessung: 240mm x 161mm x 18mm
- Gewicht: 548g
- ISBN-13: 9781786306982
- ISBN-10: 1786306980
- Artikelnr.: 62124933
Pablo Buznic-Bourgeacq is a researcher at CIRNEF and a trainer at INSPE Normandie Caen, both of which are part of Normandie Université, France. His work is based on an interdisciplinary approach within the humanities and is inspired by the educational sciences; the didactic and clinical fields being particular areas of interest.
Foreword xi Claire MARGOLINAS Introduction xxvii Pablo BUZNIC-BOURGEACQ
Part 1. Didactics and Devolution: Specificities of Disciplines and
Audiences 1 Chapter 1. Potential of Peer-to-Peer Research and Proof
Situations in Mathematics Classes and Devolutions 3 Jean-Philippe GEORGET
1.1. Introduction 3 1.2. Characteristics of PRP situations 6 1.3. Potential
of PRP situations and management of devolution processes 7 1.4. Two
examples of analysis of problems with potentials 11 1.5. Conclusion 13 1.6.
Appendix: solution to the rectangle problem 14 1.7. References 14 Chapter
2. Some Comparative Analysis of Mathematics and Experimental Science 17
Faouzia KALALI 2.1. Introduction 17 2.2. Didactics of mathematics,
didactics of science: contrasting epistemological choices 18 2.2.1.
Institutional context and intellectual landscape 18 2.2.2. Two different
scientific projects 18 2.3. Devolution versus appropriation 20 2.3.1. On
devolution 20 2.3.2. Origin of appropriation: unifying the approaches to
"scientific and technological awakening" in elementary school 21 2.4.
Investigative approach, a devolution process? 22 2.4.1. Example of Camaret
tides 23 2.4.2. Generalization 24 2.5. Specificity of scientific learning
25 2.6. Conclusion: what is the outcome of the redeployment of the subject?
27 2.7. References 29 Chapter 3. Double Devolution of Action in Physical
Education 31 Benjamin DELATTRE 3.1. Introduction 31 3.2. The current state
of the notion of devolution in didactic writings in PE 33 3.3. The "veiled"
presence of a double devolution of action in PE didactics 38 3.4. An
"adaptive" backdrop in the didactic concepts of PE 40 3.5. An adoptive and
organological perspective for the double devolution of action in physical
education 42 3.6. From adaptation to adoption "by the double"; a few
examples 44 3.7. Conclusion 49 3.8. References 49 Chapter 4. Information
and Communication Technology (ICT) in Education: An Issue that is Still
Relevant Today 53 Hervé DAGUET 4.1. Introduction 53 4.2. Theoretical
framework, devolution and digital in schools 54 4.2.1. Some points of
reference on devolution 54 4.2.2. Digital technology and learning 54 4.2.3.
Problematization, digital technology and devolution 57 4.3. Research field
and methodology 58 4.3.1. The situation: the D'Col device 58 4.3.2. Survey
methodology 60 4.4. Analysis of results 62 4.4.1. Mediatization and
devolution within the D'Col LMS 62 4.4.2. Mediation and devolution within
the D'Col system 64 4.5. Conclusion 65 4.6. References 66 Chapter 5.
Reflection on the Devolution of Knowledge in French Kindergarten Teaching:
Worksheets 69 Sophie BRIQUET-DUHAZÉ 5.1. Introduction 69 5.2.
Contextualization and issues 69 5.3. Theoretical framework of the
devolution of knowledge in kindergarten and the use of worksheets 71 5.4.
Theoretical framework of devolution in French teaching 74 5.5. Analysis and
discussion 75 5.6. Conclusion 78 5.7. References 78 Chapter 6. Between a
Willingness to Adapt and Real Devolution, what Material Works for which
Form of Learning? A Case Study in a Localized Unit for Inclusive Education
(Ulis) 81 Laurence LEROYER 6.1. Introduction 81 6.2. Theoretical frameworks
82 6.2.1. Adaptation and learning supports 82 6.2.2. Devolution and
learning supports 84 6.2.3. Devolution practices understood on the basis of
the learning supports and the adaptations that they have 84 6.3.
Methodology 87 6.4. Case study: Mathieu, teacher specializing in Ulis 88
6.4.1. The teacher and the pupils enrolled in the Ulis 88 6.4.2. The
session presented by the teacher 89 6.4.3. Focusing on one of the learning
supports of the session 92 6.5. Analysis and discussion 94 6.6. References
95 Part 2. Devolution Beyond Disciplinary Didactics 99 Chapter 7. Before
"Devolution" 101 Hubert VINCENT 7.1. Introduction 101 7.2. Preliminary
remarks 103 7.3. Michel de Montaigne 104 7.3.1. Alternation and school
forms 1 and 2 104 7.3.2. The work of examples 109 7.3.3. Curiosity and
creativity 111 7.4. Alain 112 7.4.1. Modeling learning 112 7.4.2. Devolving
devices 115 7.5. Conclusion 119 7.6. References 121 Chapter 8. Devolution
and Problematization Among Trainee School Teachers: What Kind of
Appropriation is There? 123 Florian OUITRE 8.1. Introduction 123 8.2.
Theoretical framework 125 8.2.1. Making the experience of learners the
object of the first overall devolution in the learning process 125 8.2.2.
Professional problems and problematization of professional
practices/activities 126 8.2.3. A teaching approach likely to take care of
these problems in order to overcome the obstacles 128 8.2.4.
Problematization and devolution 130 8.2.5. Limits of a linear presentation
for reporting the problematization process 134 8.3. Some results from the
appropriation of this approach and these devolutions among new school
teachers 137 8.3.1. Appropriation of the approach: attempts on the big loop
137 8.3.2. Concerning small loops (SLs) 142 8.4. Conclusion and discussion
144 8.5. References 146 Chapter 9. Professional Writing as a Complex Space
in Devolution 149 Bruno HUBERT 9.1. Introduction 149 9.2. Devolving a
storytelling space-time 150 9.2.1. Developing the narrative 151 9.2.2. From
oral narrative to the devolution of writing 153 9.3. Developing fiction
writing 155 9.3.1. Becoming a character in the text 155 9.3.2. A fairy tale
character to move beyond reporting 157 9.4. Devolving the text as a space
for mutual understanding 160 9.5. Storytelling as the devolution of a
professional teaching space 161 9.6. Conclusion 165 9.7. References 165
Chapter 10. The Subject Area: Devolving One's Own Trials 169 Pablo
BUZNIC-BOURGEACQ 10.1. Devolving oneself 169 10.2. Trials as a subject area
172 10.3. Devolving your own trials: the passionate subject and the good
teacher 177 10.4. Teaching about trials, maintaining the passion 179 10.5.
References 182 Chapter 11. A Game to Play and a Game Played: A Devolution
"Under Influences" 187 Vanessa DESVAGES-VASSELIN 11.1. Introduction 187
11.2. Thèque: a game to be played in extracurricular activity periods 188
11.2.1. TAP: a little formalized institutional context 188 11.2.2. The game
to be devolved: thèque 189 11.3. A theoretical framework for thinking about
the devolution of a game and the associated methodological approach 191
11.3.1. A game 191 11.3.2. A subject 192 11.3.3. Methodological proposals
193 11.4. Jules' influence on devolved games 194 11.4.1. From the game to
be devolved to the devolved game: gaps identified 194 11.4.2. Jules'
influence on devolution 196 11.5. Conclusion: towards a theory of game
devolution 198 11.6. References 199 List of Authors 201 Index 203
Part 1. Didactics and Devolution: Specificities of Disciplines and
Audiences 1 Chapter 1. Potential of Peer-to-Peer Research and Proof
Situations in Mathematics Classes and Devolutions 3 Jean-Philippe GEORGET
1.1. Introduction 3 1.2. Characteristics of PRP situations 6 1.3. Potential
of PRP situations and management of devolution processes 7 1.4. Two
examples of analysis of problems with potentials 11 1.5. Conclusion 13 1.6.
Appendix: solution to the rectangle problem 14 1.7. References 14 Chapter
2. Some Comparative Analysis of Mathematics and Experimental Science 17
Faouzia KALALI 2.1. Introduction 17 2.2. Didactics of mathematics,
didactics of science: contrasting epistemological choices 18 2.2.1.
Institutional context and intellectual landscape 18 2.2.2. Two different
scientific projects 18 2.3. Devolution versus appropriation 20 2.3.1. On
devolution 20 2.3.2. Origin of appropriation: unifying the approaches to
"scientific and technological awakening" in elementary school 21 2.4.
Investigative approach, a devolution process? 22 2.4.1. Example of Camaret
tides 23 2.4.2. Generalization 24 2.5. Specificity of scientific learning
25 2.6. Conclusion: what is the outcome of the redeployment of the subject?
27 2.7. References 29 Chapter 3. Double Devolution of Action in Physical
Education 31 Benjamin DELATTRE 3.1. Introduction 31 3.2. The current state
of the notion of devolution in didactic writings in PE 33 3.3. The "veiled"
presence of a double devolution of action in PE didactics 38 3.4. An
"adaptive" backdrop in the didactic concepts of PE 40 3.5. An adoptive and
organological perspective for the double devolution of action in physical
education 42 3.6. From adaptation to adoption "by the double"; a few
examples 44 3.7. Conclusion 49 3.8. References 49 Chapter 4. Information
and Communication Technology (ICT) in Education: An Issue that is Still
Relevant Today 53 Hervé DAGUET 4.1. Introduction 53 4.2. Theoretical
framework, devolution and digital in schools 54 4.2.1. Some points of
reference on devolution 54 4.2.2. Digital technology and learning 54 4.2.3.
Problematization, digital technology and devolution 57 4.3. Research field
and methodology 58 4.3.1. The situation: the D'Col device 58 4.3.2. Survey
methodology 60 4.4. Analysis of results 62 4.4.1. Mediatization and
devolution within the D'Col LMS 62 4.4.2. Mediation and devolution within
the D'Col system 64 4.5. Conclusion 65 4.6. References 66 Chapter 5.
Reflection on the Devolution of Knowledge in French Kindergarten Teaching:
Worksheets 69 Sophie BRIQUET-DUHAZÉ 5.1. Introduction 69 5.2.
Contextualization and issues 69 5.3. Theoretical framework of the
devolution of knowledge in kindergarten and the use of worksheets 71 5.4.
Theoretical framework of devolution in French teaching 74 5.5. Analysis and
discussion 75 5.6. Conclusion 78 5.7. References 78 Chapter 6. Between a
Willingness to Adapt and Real Devolution, what Material Works for which
Form of Learning? A Case Study in a Localized Unit for Inclusive Education
(Ulis) 81 Laurence LEROYER 6.1. Introduction 81 6.2. Theoretical frameworks
82 6.2.1. Adaptation and learning supports 82 6.2.2. Devolution and
learning supports 84 6.2.3. Devolution practices understood on the basis of
the learning supports and the adaptations that they have 84 6.3.
Methodology 87 6.4. Case study: Mathieu, teacher specializing in Ulis 88
6.4.1. The teacher and the pupils enrolled in the Ulis 88 6.4.2. The
session presented by the teacher 89 6.4.3. Focusing on one of the learning
supports of the session 92 6.5. Analysis and discussion 94 6.6. References
95 Part 2. Devolution Beyond Disciplinary Didactics 99 Chapter 7. Before
"Devolution" 101 Hubert VINCENT 7.1. Introduction 101 7.2. Preliminary
remarks 103 7.3. Michel de Montaigne 104 7.3.1. Alternation and school
forms 1 and 2 104 7.3.2. The work of examples 109 7.3.3. Curiosity and
creativity 111 7.4. Alain 112 7.4.1. Modeling learning 112 7.4.2. Devolving
devices 115 7.5. Conclusion 119 7.6. References 121 Chapter 8. Devolution
and Problematization Among Trainee School Teachers: What Kind of
Appropriation is There? 123 Florian OUITRE 8.1. Introduction 123 8.2.
Theoretical framework 125 8.2.1. Making the experience of learners the
object of the first overall devolution in the learning process 125 8.2.2.
Professional problems and problematization of professional
practices/activities 126 8.2.3. A teaching approach likely to take care of
these problems in order to overcome the obstacles 128 8.2.4.
Problematization and devolution 130 8.2.5. Limits of a linear presentation
for reporting the problematization process 134 8.3. Some results from the
appropriation of this approach and these devolutions among new school
teachers 137 8.3.1. Appropriation of the approach: attempts on the big loop
137 8.3.2. Concerning small loops (SLs) 142 8.4. Conclusion and discussion
144 8.5. References 146 Chapter 9. Professional Writing as a Complex Space
in Devolution 149 Bruno HUBERT 9.1. Introduction 149 9.2. Devolving a
storytelling space-time 150 9.2.1. Developing the narrative 151 9.2.2. From
oral narrative to the devolution of writing 153 9.3. Developing fiction
writing 155 9.3.1. Becoming a character in the text 155 9.3.2. A fairy tale
character to move beyond reporting 157 9.4. Devolving the text as a space
for mutual understanding 160 9.5. Storytelling as the devolution of a
professional teaching space 161 9.6. Conclusion 165 9.7. References 165
Chapter 10. The Subject Area: Devolving One's Own Trials 169 Pablo
BUZNIC-BOURGEACQ 10.1. Devolving oneself 169 10.2. Trials as a subject area
172 10.3. Devolving your own trials: the passionate subject and the good
teacher 177 10.4. Teaching about trials, maintaining the passion 179 10.5.
References 182 Chapter 11. A Game to Play and a Game Played: A Devolution
"Under Influences" 187 Vanessa DESVAGES-VASSELIN 11.1. Introduction 187
11.2. Thèque: a game to be played in extracurricular activity periods 188
11.2.1. TAP: a little formalized institutional context 188 11.2.2. The game
to be devolved: thèque 189 11.3. A theoretical framework for thinking about
the devolution of a game and the associated methodological approach 191
11.3.1. A game 191 11.3.2. A subject 192 11.3.3. Methodological proposals
193 11.4. Jules' influence on devolved games 194 11.4.1. From the game to
be devolved to the devolved game: gaps identified 194 11.4.2. Jules'
influence on devolution 196 11.5. Conclusion: towards a theory of game
devolution 198 11.6. References 199 List of Authors 201 Index 203
Foreword xi Claire MARGOLINAS Introduction xxvii Pablo BUZNIC-BOURGEACQ
Part 1. Didactics and Devolution: Specificities of Disciplines and
Audiences 1 Chapter 1. Potential of Peer-to-Peer Research and Proof
Situations in Mathematics Classes and Devolutions 3 Jean-Philippe GEORGET
1.1. Introduction 3 1.2. Characteristics of PRP situations 6 1.3. Potential
of PRP situations and management of devolution processes 7 1.4. Two
examples of analysis of problems with potentials 11 1.5. Conclusion 13 1.6.
Appendix: solution to the rectangle problem 14 1.7. References 14 Chapter
2. Some Comparative Analysis of Mathematics and Experimental Science 17
Faouzia KALALI 2.1. Introduction 17 2.2. Didactics of mathematics,
didactics of science: contrasting epistemological choices 18 2.2.1.
Institutional context and intellectual landscape 18 2.2.2. Two different
scientific projects 18 2.3. Devolution versus appropriation 20 2.3.1. On
devolution 20 2.3.2. Origin of appropriation: unifying the approaches to
"scientific and technological awakening" in elementary school 21 2.4.
Investigative approach, a devolution process? 22 2.4.1. Example of Camaret
tides 23 2.4.2. Generalization 24 2.5. Specificity of scientific learning
25 2.6. Conclusion: what is the outcome of the redeployment of the subject?
27 2.7. References 29 Chapter 3. Double Devolution of Action in Physical
Education 31 Benjamin DELATTRE 3.1. Introduction 31 3.2. The current state
of the notion of devolution in didactic writings in PE 33 3.3. The "veiled"
presence of a double devolution of action in PE didactics 38 3.4. An
"adaptive" backdrop in the didactic concepts of PE 40 3.5. An adoptive and
organological perspective for the double devolution of action in physical
education 42 3.6. From adaptation to adoption "by the double"; a few
examples 44 3.7. Conclusion 49 3.8. References 49 Chapter 4. Information
and Communication Technology (ICT) in Education: An Issue that is Still
Relevant Today 53 Hervé DAGUET 4.1. Introduction 53 4.2. Theoretical
framework, devolution and digital in schools 54 4.2.1. Some points of
reference on devolution 54 4.2.2. Digital technology and learning 54 4.2.3.
Problematization, digital technology and devolution 57 4.3. Research field
and methodology 58 4.3.1. The situation: the D'Col device 58 4.3.2. Survey
methodology 60 4.4. Analysis of results 62 4.4.1. Mediatization and
devolution within the D'Col LMS 62 4.4.2. Mediation and devolution within
the D'Col system 64 4.5. Conclusion 65 4.6. References 66 Chapter 5.
Reflection on the Devolution of Knowledge in French Kindergarten Teaching:
Worksheets 69 Sophie BRIQUET-DUHAZÉ 5.1. Introduction 69 5.2.
Contextualization and issues 69 5.3. Theoretical framework of the
devolution of knowledge in kindergarten and the use of worksheets 71 5.4.
Theoretical framework of devolution in French teaching 74 5.5. Analysis and
discussion 75 5.6. Conclusion 78 5.7. References 78 Chapter 6. Between a
Willingness to Adapt and Real Devolution, what Material Works for which
Form of Learning? A Case Study in a Localized Unit for Inclusive Education
(Ulis) 81 Laurence LEROYER 6.1. Introduction 81 6.2. Theoretical frameworks
82 6.2.1. Adaptation and learning supports 82 6.2.2. Devolution and
learning supports 84 6.2.3. Devolution practices understood on the basis of
the learning supports and the adaptations that they have 84 6.3.
Methodology 87 6.4. Case study: Mathieu, teacher specializing in Ulis 88
6.4.1. The teacher and the pupils enrolled in the Ulis 88 6.4.2. The
session presented by the teacher 89 6.4.3. Focusing on one of the learning
supports of the session 92 6.5. Analysis and discussion 94 6.6. References
95 Part 2. Devolution Beyond Disciplinary Didactics 99 Chapter 7. Before
"Devolution" 101 Hubert VINCENT 7.1. Introduction 101 7.2. Preliminary
remarks 103 7.3. Michel de Montaigne 104 7.3.1. Alternation and school
forms 1 and 2 104 7.3.2. The work of examples 109 7.3.3. Curiosity and
creativity 111 7.4. Alain 112 7.4.1. Modeling learning 112 7.4.2. Devolving
devices 115 7.5. Conclusion 119 7.6. References 121 Chapter 8. Devolution
and Problematization Among Trainee School Teachers: What Kind of
Appropriation is There? 123 Florian OUITRE 8.1. Introduction 123 8.2.
Theoretical framework 125 8.2.1. Making the experience of learners the
object of the first overall devolution in the learning process 125 8.2.2.
Professional problems and problematization of professional
practices/activities 126 8.2.3. A teaching approach likely to take care of
these problems in order to overcome the obstacles 128 8.2.4.
Problematization and devolution 130 8.2.5. Limits of a linear presentation
for reporting the problematization process 134 8.3. Some results from the
appropriation of this approach and these devolutions among new school
teachers 137 8.3.1. Appropriation of the approach: attempts on the big loop
137 8.3.2. Concerning small loops (SLs) 142 8.4. Conclusion and discussion
144 8.5. References 146 Chapter 9. Professional Writing as a Complex Space
in Devolution 149 Bruno HUBERT 9.1. Introduction 149 9.2. Devolving a
storytelling space-time 150 9.2.1. Developing the narrative 151 9.2.2. From
oral narrative to the devolution of writing 153 9.3. Developing fiction
writing 155 9.3.1. Becoming a character in the text 155 9.3.2. A fairy tale
character to move beyond reporting 157 9.4. Devolving the text as a space
for mutual understanding 160 9.5. Storytelling as the devolution of a
professional teaching space 161 9.6. Conclusion 165 9.7. References 165
Chapter 10. The Subject Area: Devolving One's Own Trials 169 Pablo
BUZNIC-BOURGEACQ 10.1. Devolving oneself 169 10.2. Trials as a subject area
172 10.3. Devolving your own trials: the passionate subject and the good
teacher 177 10.4. Teaching about trials, maintaining the passion 179 10.5.
References 182 Chapter 11. A Game to Play and a Game Played: A Devolution
"Under Influences" 187 Vanessa DESVAGES-VASSELIN 11.1. Introduction 187
11.2. Thèque: a game to be played in extracurricular activity periods 188
11.2.1. TAP: a little formalized institutional context 188 11.2.2. The game
to be devolved: thèque 189 11.3. A theoretical framework for thinking about
the devolution of a game and the associated methodological approach 191
11.3.1. A game 191 11.3.2. A subject 192 11.3.3. Methodological proposals
193 11.4. Jules' influence on devolved games 194 11.4.1. From the game to
be devolved to the devolved game: gaps identified 194 11.4.2. Jules'
influence on devolution 196 11.5. Conclusion: towards a theory of game
devolution 198 11.6. References 199 List of Authors 201 Index 203
Part 1. Didactics and Devolution: Specificities of Disciplines and
Audiences 1 Chapter 1. Potential of Peer-to-Peer Research and Proof
Situations in Mathematics Classes and Devolutions 3 Jean-Philippe GEORGET
1.1. Introduction 3 1.2. Characteristics of PRP situations 6 1.3. Potential
of PRP situations and management of devolution processes 7 1.4. Two
examples of analysis of problems with potentials 11 1.5. Conclusion 13 1.6.
Appendix: solution to the rectangle problem 14 1.7. References 14 Chapter
2. Some Comparative Analysis of Mathematics and Experimental Science 17
Faouzia KALALI 2.1. Introduction 17 2.2. Didactics of mathematics,
didactics of science: contrasting epistemological choices 18 2.2.1.
Institutional context and intellectual landscape 18 2.2.2. Two different
scientific projects 18 2.3. Devolution versus appropriation 20 2.3.1. On
devolution 20 2.3.2. Origin of appropriation: unifying the approaches to
"scientific and technological awakening" in elementary school 21 2.4.
Investigative approach, a devolution process? 22 2.4.1. Example of Camaret
tides 23 2.4.2. Generalization 24 2.5. Specificity of scientific learning
25 2.6. Conclusion: what is the outcome of the redeployment of the subject?
27 2.7. References 29 Chapter 3. Double Devolution of Action in Physical
Education 31 Benjamin DELATTRE 3.1. Introduction 31 3.2. The current state
of the notion of devolution in didactic writings in PE 33 3.3. The "veiled"
presence of a double devolution of action in PE didactics 38 3.4. An
"adaptive" backdrop in the didactic concepts of PE 40 3.5. An adoptive and
organological perspective for the double devolution of action in physical
education 42 3.6. From adaptation to adoption "by the double"; a few
examples 44 3.7. Conclusion 49 3.8. References 49 Chapter 4. Information
and Communication Technology (ICT) in Education: An Issue that is Still
Relevant Today 53 Hervé DAGUET 4.1. Introduction 53 4.2. Theoretical
framework, devolution and digital in schools 54 4.2.1. Some points of
reference on devolution 54 4.2.2. Digital technology and learning 54 4.2.3.
Problematization, digital technology and devolution 57 4.3. Research field
and methodology 58 4.3.1. The situation: the D'Col device 58 4.3.2. Survey
methodology 60 4.4. Analysis of results 62 4.4.1. Mediatization and
devolution within the D'Col LMS 62 4.4.2. Mediation and devolution within
the D'Col system 64 4.5. Conclusion 65 4.6. References 66 Chapter 5.
Reflection on the Devolution of Knowledge in French Kindergarten Teaching:
Worksheets 69 Sophie BRIQUET-DUHAZÉ 5.1. Introduction 69 5.2.
Contextualization and issues 69 5.3. Theoretical framework of the
devolution of knowledge in kindergarten and the use of worksheets 71 5.4.
Theoretical framework of devolution in French teaching 74 5.5. Analysis and
discussion 75 5.6. Conclusion 78 5.7. References 78 Chapter 6. Between a
Willingness to Adapt and Real Devolution, what Material Works for which
Form of Learning? A Case Study in a Localized Unit for Inclusive Education
(Ulis) 81 Laurence LEROYER 6.1. Introduction 81 6.2. Theoretical frameworks
82 6.2.1. Adaptation and learning supports 82 6.2.2. Devolution and
learning supports 84 6.2.3. Devolution practices understood on the basis of
the learning supports and the adaptations that they have 84 6.3.
Methodology 87 6.4. Case study: Mathieu, teacher specializing in Ulis 88
6.4.1. The teacher and the pupils enrolled in the Ulis 88 6.4.2. The
session presented by the teacher 89 6.4.3. Focusing on one of the learning
supports of the session 92 6.5. Analysis and discussion 94 6.6. References
95 Part 2. Devolution Beyond Disciplinary Didactics 99 Chapter 7. Before
"Devolution" 101 Hubert VINCENT 7.1. Introduction 101 7.2. Preliminary
remarks 103 7.3. Michel de Montaigne 104 7.3.1. Alternation and school
forms 1 and 2 104 7.3.2. The work of examples 109 7.3.3. Curiosity and
creativity 111 7.4. Alain 112 7.4.1. Modeling learning 112 7.4.2. Devolving
devices 115 7.5. Conclusion 119 7.6. References 121 Chapter 8. Devolution
and Problematization Among Trainee School Teachers: What Kind of
Appropriation is There? 123 Florian OUITRE 8.1. Introduction 123 8.2.
Theoretical framework 125 8.2.1. Making the experience of learners the
object of the first overall devolution in the learning process 125 8.2.2.
Professional problems and problematization of professional
practices/activities 126 8.2.3. A teaching approach likely to take care of
these problems in order to overcome the obstacles 128 8.2.4.
Problematization and devolution 130 8.2.5. Limits of a linear presentation
for reporting the problematization process 134 8.3. Some results from the
appropriation of this approach and these devolutions among new school
teachers 137 8.3.1. Appropriation of the approach: attempts on the big loop
137 8.3.2. Concerning small loops (SLs) 142 8.4. Conclusion and discussion
144 8.5. References 146 Chapter 9. Professional Writing as a Complex Space
in Devolution 149 Bruno HUBERT 9.1. Introduction 149 9.2. Devolving a
storytelling space-time 150 9.2.1. Developing the narrative 151 9.2.2. From
oral narrative to the devolution of writing 153 9.3. Developing fiction
writing 155 9.3.1. Becoming a character in the text 155 9.3.2. A fairy tale
character to move beyond reporting 157 9.4. Devolving the text as a space
for mutual understanding 160 9.5. Storytelling as the devolution of a
professional teaching space 161 9.6. Conclusion 165 9.7. References 165
Chapter 10. The Subject Area: Devolving One's Own Trials 169 Pablo
BUZNIC-BOURGEACQ 10.1. Devolving oneself 169 10.2. Trials as a subject area
172 10.3. Devolving your own trials: the passionate subject and the good
teacher 177 10.4. Teaching about trials, maintaining the passion 179 10.5.
References 182 Chapter 11. A Game to Play and a Game Played: A Devolution
"Under Influences" 187 Vanessa DESVAGES-VASSELIN 11.1. Introduction 187
11.2. Thèque: a game to be played in extracurricular activity periods 188
11.2.1. TAP: a little formalized institutional context 188 11.2.2. The game
to be devolved: thèque 189 11.3. A theoretical framework for thinking about
the devolution of a game and the associated methodological approach 191
11.3.1. A game 191 11.3.2. A subject 192 11.3.3. Methodological proposals
193 11.4. Jules' influence on devolved games 194 11.4.1. From the game to
be devolved to the devolved game: gaps identified 194 11.4.2. Jules'
influence on devolution 196 11.5. Conclusion: towards a theory of game
devolution 198 11.6. References 199 List of Authors 201 Index 203