Helping, guiding, accompanying, assisting, and supporting are recurrent actions carried out by the teacher, trainer, or support worker in a professional environment.
Support in Education seeks to define these complex actions that intend to improve collective and individual learning, from high school to university level. Based on an array of research, this book presents the different forms that these actions can adopt and the difficulties associated with them, as well as the methods that are already in place to circumvent them. It examines the methodological tools that can be used to approach them, offering an explanation of the conditions favorable for their implementation.
This book also presents different theoretical frameworks that the reader can explore further and/or use in other educational contexts.
Part 1. Theoretical Approaches
1. The Concept of Assistance, Caroline Viriot-Goeldel.
2. “Accompaniment” and/or Guiding to Support Professionalism: Ways of Overcoming the Paradox, Christophe Gremion.
Part 2. Specific Assistance Needs for Particular Situations.
3. Main Needs in Schooling Students with a Visual Impairment in Secondary Education: The Question of Digital Tools, Mathieu Gaborit and Nathalie Lewi-Dumont.
4. Help Between Students with Disabilities and Teachers, Sabine Zorn, Florence Janin and Minna Puustinen.
5. Motivation and Help-seeking: The Field of Art, Morgane Burgues, Jean-Christophe Sakdavong and Nathalie Huet.
Part 3. Tools to Support the Transformation of Teaching Practices
6. The Postural Dynamics of the Teacher: A Tool Assisting the Analysis of University Practices, Stephen Lédé and Chrysta Pélissier.
7. Supporting the Transformation of Teaching Practices in Higher Education, Catherine Loisy.
8. Supporting Autonomy in a Higher Teaching Context, Pierre Bellet and Stéphanie Mailles-Viard Metz.
Part 4. Types of Assistance in a Pedagogical Context
9. Is Collaboration Between Librarians and Teachers Helpful for Students?, Emmanuelle Chevry Pébayle and Laetitia Thobois Jacob.
10. Seeking and Providing Help in an Interactive Learning Space: The Case of a Flipped Classroom at University, Laetitia Thobois Jacob and Chrysta Pélissier.
Chrysta Pélissier is Maître de conférences in Language Sciences at the University of Montpellier, France. Her work focuses on methodologies for the design of aids to be integrated into intelligent tutoring systems and the analysis of their uses.
Table of Contents
PDF File 111 Kb