Une comparaison de deux types de travail collectif

Une comparaison de deux types de travail collectif en Chine et en France --------------------A comparison between two types of collective work in China and France: TRG& LéA Doctoral student: Chongyang Wang Supervised by Luc Trouche Re. VEA Lyon-March 18 th 2016

Why choose TGR (Teaching Research Group) and LéA (Lieux d’éducation associés à l’IFÉ)? • Teaching is collaborating. (Buisson, 1911, in French Dictionary of Pedagogy) • They are both school-level collectives with strong institutional supports, closely linking with research institutions or universities • Chinese teachers “ … are benifiting from some efficient school based means “ (Li & Huang, 2013), “ …they gain a deep understanding of basic mathematics and adequate pedagogical expertise through activities in TRG “ (Wang, 2013)

Structure • Introduction of TRG & LéA • Three elements of TRG and the examples • A Ph. D Project for teachers’ documentation work in collectives

History of TRG Collective culture Birth of TRGs (1952) Firm estableishment of TRGs (1957) Implementation of Curriculum Reform (1990 s) Participate in editing textbooks and conducting teaching experiments in education reforms (2001) Time… Now… • School-based, formed by the teachers from the same discipline • Each teacher belongs to a specific TRG • An activity unit to cooperate with research instituts

History of TRG & LéA Collective culture Birth of TRGs (1952) Implementation of Curriculum Reform (1990 s) Firm estableishment of TRGs (1957) Time… • School-level cooperation with institutes • Only some teachers work in LéA Projects • Team consists by teachers and researchers Participate in editing textbooks and conducting teaching experiments in education reforms (2001) IREM (1968) Now… LéA network (34 schools) (2015) …… LéA network (15 schools) (2012) LéA network (12 schools) (2011)

Collaboration with the research institutes IFE University Affiliated schools TRGs Middle School B LPG Lea Network SESAMES Project Co-joint Projects Teachers Math TRG Middle School A Researchers Teachers from other schools

First element in TRG: Collective “Whenever walking in a company of several persons, among them must be someone worth learning from (三人行，必有我�) ” (Confucius) “Ji Ti San Ke” (集体三�)： collective lesson preparation, collective open classes, collective classroom teaching evaluation. (Mou, 2006) Figure 1. Operation mode of task-based activity (Hu, Wang, 2014, P 246) • Collective lesson preparation • School-based resources development

Second element in TRG: Reflective “Learning without thinking leads to confusion; thinking without learning ends in danger (学而不思�罔，思而不学�殆)” （Confucius) Growth=experience + reflection. (Posner, 1989) Figure 2. Operation mode of diagnose-based activity (Hu, Wang, 2014, P 249) An example of Chinese Lesson Study ( « Mo Ke» )

An Example of Chinese Lesson Study A Project conducted in Middle School A: (201501) “Implementing Group Work into student’s classroom learning“ Participants: Un professeur -2 teachers (2 math open classes); Un objectif -All the teachers in math TRG -Researchers/advisors/ Vice-president of the school Main process: -Conducting open lesson -Collective lesson observation -Collective discussion seminar after class -Revision and conducting lesson again (“Mo. Ke”) Une ressource conçue… Observation séance par collègues Séminaire sur la leçon Mise en œuvre Auto-évaluation Commentaires des collègues Amélioration de la ressource

An Example of Chinese Lesson Study Leader of the project Vice-president Teacher A Teacher B Other TRG members The advisor Observation séance par collègues Séminaire sur la leçon 郭�（2003）公开�——日常教学的理想化及合法化，教育科学研究 Researchers Other TRG members

Third element in TRG: Cumulative School-based research based on cumulative teaching experiences e. g. 1 School-based exercise books (201511) -A series of exercise books developed by the math TRG of Dongchang affiliated middle school of ECNU -Used only inside the school *Each two years, the books will be discussed and revised. e. g. 2 School-based textbooks (201511) -A series of books developed by math TRG of Shanghai Caoyang No. 2 High School -Available in bookstore *Research Results of “Deep Learning” Project *In this TRG, there is a math teacher with doctor degree and rich experiences in conducting projects, whose main job is research in this school

Ways combining research and practice in TRG • Research in TRG activities ≠ Academic Research • Action Research (Lewin, 1946 ): “no action without research, no research without action” • “Teacher is researcher” (Stenhouse, 1976) • “…an important way for teacher professional development” (Elliott, 1991) *Three kinds of “Research” Team: The most similar mode like LéA • Only teachers: open class; collective lesson preparation • Teachers+ Researchers: Joint projects • Teachers+ Teachers with research background (doctors or post doctors): school-based research project

Possible supports of TRG mode in China • Collective working culture • Administrative method: -TRG is promoted by the Ministry of Education -Open class is popular and compelled in teacher evaluation • Regular shift system (v. s. Semester shift system in France): -Fixed office: convenient for communication -Cumulation and coherence of teaching experience • Politics advantage: stable education policies and coherent curriculum reform “National Mid-to-Long Term for Education (20102020)”

A Ph. D Project (2014 -2018) on teachers’ resource work in collectives: TRG and LéA Title: Tracing Expert Teachers` Teaching Resources: A Comparative Case Study of Mathematic Teachers` Collective Documentation Work between China and France Key words: expert teacher and professional development (Yang, 2010 ); collective work (Wang, 2013); documentation work and resource systems (Gueudet & Trouche 2009); documentation expertise (Wang, 2016). Questions: (1) what characters can be found in expert teachers’ resource work? (2) How teachers show and develop their documentation expertise in combining a variety of resources from different collectives? (3) What common and different features of documentation expertise can be seen in the teachers from different contexts? Cases choosing: 2 math teachers from 2 middle schools (one from China and one from France)

2014 Pilot study on 3 expert math teachers’ resource work (02/2014, China) 2015 Targeted teachers selection phase (09/2014 -03/2015) 1 st School acvitities follow up (03/2015 -06/2015, Anna, France) 2016 2017 SESAMES Acvitities follow up (09/2015 -now, Anna, Cindy, France) * Preparation for the new curriclum 2 nd School Acvitities follow up (09/201602/2017, Anna, Cindy, France) * Implementation of new curriclum … 2018 School Visiting & interviews (11/2015, Gao, China) Acvitities follow up (03/2017 -06/2017, … Gao, Zhang, Zhai, China) …

French case: Anna Entourage: a group of people attending or surrounding an important person (oxford dictinary) Selection of entourage: Two-way selection based on the interview with the teachers Anna’s entourage IREM IFÉ Sésame team Middle school A Anna Math teacher Half-time in IFÉ Correspondant of the middle school in IFÉ LéA Cindy Sarah Math teacher Half time for teacher training Correspondant of the middle school in IFÉ Researcher Leader of the SESAMES team Correspondant IFÉ in the middle school

Chinese case: Gao Zhai: -Math teacher in Grade 6; -Leader of Division of Teacher Professional Development Middle school B Zhang: Math teacher in Grade 9; Leader of Math TRG Gao’s entourage TRG Gao: Math teacher in Grade 7; Leader of math LPG ad Grade Group in Grade 7 ECNU Co-joint Research Projects Zheng: Researcher; Counselor of the school

一个人走的很快，但一群人走的更� Working individually may go faster, but working collectively will go further. Thank you for your attention! chongyang. wang@ens-lyon. fr luc. trouche@ens-lyon. fr

Références Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press Gueudet, G. , & Trouche, L. (2012). From Text to ‘Lived’ Resources, Springer. Hu, H. , & Wang, J. (2014). Teachers` professional development. Shanghai: East China Normal University Press. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34‐ 46. Li, Y. & Huang, R. (2013). How Chinese teach mathematics and improve teaching. New York. Ministry of Education. (1952). Provisional Regulation for Secondary Schools (in Chinese). Chinese governmental document. Ministry of Education. (1957). Secondary School Teaching Research Group Rulebook (draft), (in Chinese). Chinese governmental document. Ministry of Education. (1990). On the several Opinions of Reforming and Strengthening the work of TRGs, ( in Chinese). Chinese governmental document. Pepin, B. , Xu, B. , Trouche, L. , & Wang, C. (in progress). Chinese expert teachers’ resource systems: a window into their work and expertise Posner, G. J. (1989). Field experience: Methods of Reflective Teaching. New York: Longman, P 127. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann Educational Books Ltd. Wang, C. (communication accepted). Analyzing teachers' expertise, resources and collective work throughout Chinese and French windows. ICME-13, Hamburg, July. Wang, J. (2013) Mathematics education in China: tradition and reality. Nanjing: Jiangsu Education Publishing House. Yang, X. (2010). Conception and characteristics of expert mathematics teachers in China. New York: Springer.