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Boissonnade, Romain

Nom
Boissonnade, Romain
Affiliation principale
Fonction
Ancien.ne collaborateur.trice
Identifiants
https://libra.unine.ch/handle/123456789/105

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  • Publication
    Métadonnées seulement
    Implementing individual work within a creative collaborative activity in secondary classroom
    (2017-11-30)
    Boissonnade, Romain 
    ;
    Giglio, Marcelo 
    ;
    Jeanbourquin, Anouck
    ;
    Widmer, Aline
    ;
    Richards, Kevin
    A creative collaboration in classroom need for teachers’ to develop a specific activity in order to enable the pupils to learn and create actively. This can lead them to deploy a specific « creative scaffolding » (Giglio, 2015). One possibly important dimension is to plan and support individual moments of work as a condition for a fruitfull creative collaboration. In this collaborative research, we explore and describe a diversity of teachers’ actions to support this social variation occuring in classroom during a creative collaboration. Three secondary teachers and teacher students have to invent a teaching sequence involving individual moments of work, to anticipate their classroom reactions, to implement the sequence, and finally to observe and reflect on their own teaching activity. The results show three pedagogical sequences combining individual and collective moments of work during a creative collaboration proposed in history, litterature and natural science courses. We highlight different teachers’ actions to support an individual work during a collaborative work in classroom, and to support pupils’ transitions from a collective to an individual work and vice versa. The study also stress positive and negative effects of the sequence from the teachers and student teachers’ points of view.
  • Publication
    Métadonnées seulement
    Les gestes de l’enseignant visant un apprentissage autorégulé de la collaboration créative en classe
    (Québec: Presses de l’Université du Québec, 2017)
    Giglio, Marcelo 
    ;
    Boissonnade, Romain 
    ;
    Kohler, Alaric 
    ;
    Cartier, Sylvie C.
    ;
    Mottier Lopez, Lucie
  • Publication
    Métadonnées seulement
    Pourquoi du travail individuel dans les classes ?
    (2016-6-5)
    Boissonnade, Romain 
    ;
    Giglio, Marcelo 
    ;
    Fontaine, Claudia
    ;
    Halilovic, Irfan
    ;
    Jaton, Constance
    ;
    Kumararatnam, Shalini
    ;
    Piscitelli, Marina
    ;
    Rebetez, Julie
    ;
    Schneider, Lisa
    ;
    Soltermann, Andrea
    ;
    Stebler, Ophélie
    ;
    Torres Ferreira, Tania
    ;
    Werren, Sandrine
  • Publication
    Métadonnées seulement
    Why Do Primary Student Teachers Use Individual Moments of Work in Class?
    (2015-11-25)
    Boissonnade, Romain 
    ;
    Giglio, Marcelo 
    The sociocultural paradigm emphasised the social conditions of learning. It was regularly invoked in order to promote a pedagogy of group work. Although many research showed positive effects on learners due to cooperative or collaborative dynamics, teachers can be reluctant to use group work. This preliminary study is designed to better understand how individual moments of work can be thought according to student teachers’ perspective on their own teaching practices. We explored primary student teachers’ responses concerning “individual work”, defined as a social situation to work and learn in the classroom. Using a short open questionnaire, twelve primary student teachers gave a large array of rationales about using pupils’ individual moments of work in class. This study should help to better acknowledge how they anticipate and specify these individual moments of work during the lessons. The results also point out potential contradictions which may enlighten teachers’ frequent resistances to group work in class. Finally, it opens up a field for further research in education.
  • Publication
    Métadonnées seulement
    From innovative teacher education to creative pedagogical designs
    (2015-10-22)
    Kohler, Alaric 
    ;
    Boissonnade, Romain 
    ;
    Giglio, Marcelo 
    This contribution is about the design of innovative teaching practices. Innovation is fostered by a focus on creative tasks for school pupils, and supported by teacher education courses. Two examples of teacher education practice are presented, both requiring from student teachers to produce innovative pedagogical designs. A pedagogical design is defined by a specific set of tasks, by a social setting and by a sequence. The first example requires pedagogical designs offering a thinking space to learners, while the second example is based on an iterative research methodology (PIO). The discussion of these two examples stresses two features of these practices, that can be considered supporting creativity and agency in classroom activities: the anticipation and confrontation between prediction and observation, and the articultion of collective and solitary moments of work in specific sequences. Future research could investigate the potential support the various combinations of collective and solitary moments of activity offer to creativity. These combinations can be designed for teaching practices to fit specific pedagogical and learning objectives, and can be evaluated through micro-design research.