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Résumé
Le statut de jeune enseignant est, depuis un certain nombre d’années, mis à rude épreuve. Un consensus apparaît [entre les enseignants concernés par l'expérience, tous âges et niveaux d'enseignement confondus], autour du fait que le début de carrière est une phase de l’insertion socioprofessionnelle, en outre, particulièrement concernée par une forme de pénibilité au travail (Ciavaldini-Cartaut et al., 2017). Sur base, entre autres, de ce constat et de ma propre expérience, sont nés un intérêt et un questionnement quant à la possibilité de travailler davantage en coopération avec d’autres instituteurs pour œuvrer ensemble dans une situation d’enseignement face à des élèves (Marcel et al., as cited in Chéreau, 2008). 
Dès lors que nous avons découvert la notion, le co-enseignement est devenu l’objet de cette recherche. Nous pouvons décrire le co-enseignement comme une pratique enseignante coopérative concernant plusieurs enseignants qui agissent ensemble dans une même classe d’élèves et dont la gestion leur est attitrée équitablement. La particularité de cette pratique pédagogique est que les enseignants sont présents dans le groupe, travaillant simultanément ensemble, selon diverses modalités. 
Si le concept est théoriquement explicité dans la littérature scientifique, la mise en place effective du co-enseignement reste peu analysée. Cette recherche tend donc à mettre en lumière la façon dont les enseignants de l’école primaires en FWB mettent en place le co-enseignement sur le terrain, s’ils le font selon le(s) cadre(s) théorique(s) existant(s) ou s’ils se sont approprié la pratique d’une autre manière. Les données récoltées pourraient être mises en perspective à l’aide de la théorie assimilée. En outre, mon étude souhaite relever le ressenti des enseignants quant à cette pédagogie, vis-à-vis de la charge de travail effective, du climat de classe, du climat professionnel et de leur propre pratique en général, mon postulat étant que ce genre de travail collaboratif/coopératif pourrait être inspirant pour les jeunes enseignants en décrochage. 
C’est dans l’optique d’une étude à visée compréhensive que nous avons mené des entretiens semi-dirigés auprès de huit d’enseignants du fondamental en Fédération Wallonie-Bruxelles. L’objectif de cette recherche est donc principalement d’établir un état des lieux des pratiques des différents enseignants interrogés.

co-enseignement --- coenseignement --- coteaching --- organisation --- collaboratif --- coenseignants --- co-enseignants --- vécu --- cas --- Sciences sociales & comportementales, psychologie > Education & enseignement

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This discourse on the concept of the 'new university' encompasses a number of interconnected topics, ranging from the impacts of the market forces on the old academic territory to current perceptions about relationships between teachers and students. The book focuses on the inside features of the new academia and relates such issues to the specific features of the 'new university'.

Universities and colleges --- Teaching teams. --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Educational planning --- Planning.

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This resource is full of ready-to-use, teacher-friendly forms checklists, and charts. Using the metaphor of marriage, this lighthearted, practical, and teacher-friendly resource provides readers with the tools to successfully set up, conduct, and successfully maintain co-teaching partnerships in any learning environment.

Teaching teams. --- Education, Elementary. --- Classroom management. --- School discipline --- School management and organization --- Teaching --- Children --- Elementary education --- Primary education (Great Britain) --- School children --- Education --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Education (Elementary)

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This book provides educators with strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in, and offers field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time, as well as tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during the use of protocols.

Professional learning communities. --- Teaching teams. --- Educational leadership. --- College leadership --- Education leadership --- School leadership --- Leadership --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education

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This book relates "new" information and communication technologies (ICT) to their specific teaching and learning functions, in particular how ICT is appropriated for and/or by educational or learning communities. We categorize consumer-oriented educational multimedia as established technologies, not of primary importance for innovative approaches to collaborative learning. Internet connections in schools and academic institutions are no longer new, though the learning culture originating from this technology may still lack a sufficiently rich definition. The technological "hot spots" of interest in this book are in turn: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations. Important features of these new technologies are: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications or tools which are not only technically interoperable but also task and role compliant in a social situation (social interoperability); high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to the receptive scheme of usage of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which allow for redefining the borderline between physical action on the one hand and virtual or symbolic on the other

Educational technology. --- Group work in education. --- Teaching teams. --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Cooperative learning --- Group method in teaching --- Group teaching --- Education --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices