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Doctoral defence in Educational Science -- Pascale Mompoint-Gaillard

Doctoral defence in Educational Science -- Pascale Mompoint-Gaillard - Available at University of Iceland
When 
Mon, 04/10/2021 - 14:00 to 16:00
Where 

Aðalbygging

Further information 
Free admission

Pascale Mompoint-Gaillard defends her PhD thesis in Educational Sciences from the Faculty of Education and Pedagogy, University of Iceland:

Conversation as an Ecology of learning: An analysis of asynchronous discussions within an online professional community working to develop a democratic practice in education

The oral defence takes place Monday, October 4, at 2 pm in the Aula in the main building of the University of Iceland.

 The event will be streamed

Opponents are Dr Halla Björk Hólmarsdóttir professor við Oslo Metropolitan University, Norway, and Dr Lucie Mottier Lopez professor at University of Geneva, Switzerland.

Main supervisor was Dr Jón Torfi Jónasson Professor emeritus at the School of Education, University of Iceland, and co-supervisor Dr Jacques Audran professor at INSA, Strasbourg, France.

 

Expert in the doctoral committee was Dr Richard Harris professor at the University of Reading, UK.

 

Dr Kristín Jónsdóttir Head of the Faculty of Education and Pedagogy will conduct the ceremony.

 

About the project:

From 2006 to 2017, the Council of Europe operated the Pestalozzi Programme which involved the professional development of professionals in the education sector across Europe. The main topic was the emphasis on human rights and democratic values in a broad sense and the cultivation of a democratic culture in school and teaching practices, as well as knowledge of democracy. Part of the program was deployed on an online platform in which trainees developed a conversation consisting largely of online asynchronous discussions. The study is based on data extracted from the electronic platform and deals with three key issues. First, it investigates the characteristics of participants’ interaction. The results show what in the interactions determines density, individual involvement, pace, topical persistence, turn taking and network ties, and how these contribute to common understandings and shaping of further knowledge in the community. In addition, two types of moderator presences could be seen as guiding the discussion differently, a teaching presence and a peer presence. Secondly, the study identifies eight factors that are seen that contribute to participants' motivation to engage in the dialogue and remain active on the platform. They are, self-confidence in one’s practice, persistence towards attaining goals, continuous expression of friendliness, the determination to respect the views of others and have equality in dialogue, similar values and ethics of participants, a sense of control over the situation, accountability for personal involvement, and curiosity about the content of the project. The model of self-determination theory was partially relevant but did not suffice to fully apprehend the richness of the interactions and it was necessary to add to the need for competence, connection, and autonomy, the element of curiosity as a main factor of participants’ motivation to engage. Thirdly, it examined how participants grappled with goals of developing democratic practices in schools that were, to a large extent, sub-democratic. In that tension, the study highlights that the participants showed signs of an activist presence. The complex picture that is drawn up shows numerous factors and affordances that combine in the conversation to form a complex ecology of learning, which is a useful concept for describing professional development in online worlds and what they offer when dealing with the development of democratic practices and ideas in education.

 

About the candidate:

Pascale Mompoint-Gaillard is a social psychologist, facilitator, and researcher with interest in community leadership, collective intelligence and education for democracy and social justice. She has been involved for 30 years in adult education, and for the past 15 years specifically in teacher

education in the field of education for democracy and 21st century skills and pedagogy. She was (2006-2017), the pedagogical advisor for the Council of Europe Pestalozzi Programme for Education Professionals and is today a researcher and evaluator the EU commission and the Joint Research Center, focusing on systemic transformation in education, eLearning and the development of professional learning communities. She has co-authored several handbooks and education research studies, of which the European Reference Framework of Competences for a Democratic Culture (RFCDC, Council of Europe, 2018), and the TASKs for Democracy: handbook (Council of Europe, 2015), dedicated to student and teacher competences for democracy and active citizenship, the result of a 6-year project involving 60 teachers from Europe. Today she studies affordances for successful online learning; she offers lectures in European universities for pre-service and in-service teacher education; and has co-founded the NGO Learn to Change, Change to Learn that gathers educators committed to the improvement of education systems and produces resources for practitioners aiming for a more humane and just society in which all can reach their full potential.

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Doctoral defence in Educational Science -- Pascale Mompoint-Gaillard