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Teacher Resource Centre

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Édubref n°18 - Des outils didactiques pour enseigner et apprendre

ÉduBref propose dans un format court et abordable de revenir sur des travaux et études universitaires sur les pratiques éducatives. Depuis le contexte français, ce numéro propose de revenir sur la notion d’outils didactiques, de la façon dont l’objet est traité dans la recherche académique à son apparition dans les programmes scolaires. Il propose également une réflexion sur les possibles collaborations entre les concepteurs d’outils didactiques et leurs usagers en plus de présenter des méthodologies d’appropriation par les enseignants. 

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Édubref n°19 - La direction d'école : quels héritages ?

ÉduBref propose dans un format court et abordable de revenir sur des travaux et études universitaires sur les pratiques éducatives. Ce numéro est dédié à la direction scolaire dans le primaire en France. On y retrouve une histoire de la fonction de directeur.rice du XIXème siècle à nos jours, l’évolution des lois et décrets encadrant la profession. L’autrice y présente également certains défis et enjeux actuels.

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Édubref n°22 - Enseigner, oui mais à deux ?

ÉduBref propose dans un format court et abordable de revenir sur des travaux et études universitaires sur les pratiques éducatives. Ici, l'autrice présente les récentes recherches sur l'enseignement à plusieurs afin de bousculer la vision persistante de l’enseignant seul face à la classe et de montrer les avantages que peut avoir l’enseignement partagé. Ces pratiques sont notamment abordées dans le cadre d’une éducation inclusive dans le contexte français.

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  • 2019

Research Methods: Developing your research design

This MESHGuide is designed to provide teachers with practical strategies to develop interesting and relevant research questions and to formulate a research design to engage in research-informed practice in their school or setting.

This MESHGuide draws on a range of key literature in the field of social science research, and it has been informed by lessons learned from the author's research. The guide aims to help teachers to:

  • understand the purpose of a research design
  • understand the significance of formulating a research question
  • develop the initial focus of your research by exploring different potential starting points for this
  • understand different ways of categorising research questions
  • identify the characteristics of good research questions and apply these in practice
  • develop and evaluate your own research questions
  • operationalize your research aim so that you can develop appropriate research tools to answer your research questions by developing question-method connections in your own research
  • improve your research data through understanding the nature of validity and reliability and exploration factors that could impact on these 
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  • 2019

Research Methods: Doing a literature review

This guide is designed to help teachers to:

  • understand how to use other people’s writing to inform their own research;
  • develop a strategy for carrying out a search of the literature;
  • organise the themes logically;
  • evaluate the research they read;
  • think about the features of a reflective literature review and explore how to achieve this in practice

This MESHGuide draws on a range of key literature in the field of social science research. Also its design has been informed by lessons learned from the author's research, which has focused on the following areas:

  • developing effective collaborative learning in science
  • factors influencing learning through play in the early years
  • student teachers’ engagement with research and its impact on their developing practice
  • constructivist informed practice in science within initial teacher education
  • creativity in learning and teaching.
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  • 2019

Cognitive load theory: Research that teachers really need to understand

To improve student performance, teachers need to understand the evidence base that informs and helps improve their practice. An area of research with significant implications for teaching practice is cognitive load theory.

This paper describes the research on cognitive load theory and what it means for more effective teaching practice. The first part of the paper explains how human brains learn according to cognitive load theory, and outlines the evidence base for the theory. The second part of the paper examines the implications of cognitive load theory for teaching practice, and describes some recommendations that are directly transferable to the classroom.

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