The present study focuses on the analysis of prosocial behavior. The forms or subspecies of prosocial behavior, the compositional variables constituted in determining factors and its explanatory models are highlighted. The research part presents the answers of the students to the questions of a test regarding the acceptance of others, understood as a necessary condition in the development of prosocial behavior. The theoretical basis is a starting point in our constative research and it includes the results of certain investigations that are considered benchmarks in the study of this topic.

In the context of the health crisis, we observe a growing interest in the use of technological mediation tool and collaborative remote work space (Giraud & Ranucci, 2003). This form of learning how to process digital information remains a new device for the co-construction of knowledge and even for the development of "collective intelligence" (Levy, 2006). Indeed, the systematic integration of ICT and the formalization of exchanges via platforms, such as Moodle, places users in front of issues linked to the asynchronous mediated coexistence and the transformation of learning and teaching models and therefore a new mode of memory outsourcing (Chang, Tijus & Zibetti, 2015). These upheavals in the university path in the digital age place, in part, the emphasis on the cognitive dimension of digital tools and the importance of an informational competence thus allowing the student to develop effective practices in "literacy. Digital” (Lankshear & Knobel, 2011). In other words, the individual must be able to understand, evaluate and properly reuse the information sent online by the teacher. Remote information literacy is a social act that promotes student interaction, autonomy and cognitive development. He thus becomes an active agent during his scientific/intellectual training and responsible for the process of (re) construction of knowledge according to the needs of the digital society (Legros, Benaïcha, Ben Ismail, & Sawadogo, 2008).

It is essential that at the university level, each educational activity ensures the active involvement of students. The university course must be in line with this goal. The academic presentation must be accompanied by modalities and teaching materials that ensure analysis, conceptual comparisons, argumentation, critical thinking, and the relationship with real life and the future profession. This research goal is to investigate the responses of 20 university teachers regarding the use of educational resources/materials to sustain active learning and student-centred learning in the course activity. The research results show that the university teacher uses modern educational resources and a variety of them. These resources sustain their lecture and involve the students in different active learning contexts.

An original type of training for in-service teachers is proposed at the rectorate of Toulouse, France. On one hand, teacher training answers to a specific professional difficulty of the context, which has been expressed by a team of volunteer teachers. On the other hand, it is based on research and is conducted by a researcher and his. her theoretical framework, and a trainer. We present the example of a training course carried out in 2018-2019. Based on a psychoanalytically oriented clinical framework, it answered to the request of volunteer teachers facing difficulties with demotivation of their secondary school pupils. This co-constructed training was built on the principle of reflexivity and was based on the theoretical framework of clinical didactic (Terrisse & Carnus, 2009; Carnus & Terrisse, 2013) which studies teaching and learning phenomena under the hypothesis of the Freudian unconscious. Concepts from clinical didactic: the already-there, the report to the test, the deferred action... but also more broadly from psychoanalysis organise the training engineering based on three tools: personal writing, analysis of practice using video and individualised interviews. Through two clinical cases, those of Léda and Marc, we analyse the impact of the tools put in place, then we extend our discussion to the rest of the group in order to underline the interest of this approach.

Due to the extent of the social expectations (real and symbolic that the Moroccan education system is facing (quality education, social promotion, integration into the labour market, etc.), the various political discourses of the reform tend to be build / rebuild through the undermining of bureaucratic management logic. However, even beyond the educational field, it is the entire public administration system that is often criticized as bureaucratic (in the pejorative sense), budgetary and paralyzing (860,000 civil servants, 53.6% of whom work in the education and training sector). This is evidenced by national evaluation reports which call for the urgent inclusion of the public service in the logic of management by performance and results. This article aims to reflect on current changes and future challenges in the management and governance of the Moroccan education system. The aim is to develop a mapping of actors capable of helping to understand the action system, roles, strategies and institutional issues. To do this, we propose a discussion on the “decoupling of logic of action” between a bureaucratic perspective and a professional perspective. The main results come from a field survey of around ten secondary school principals. The latter point to a certain number of paradoxes in the exercise of their function. Paradoxes that reveal the real issues of governance of the education system in Morocco.

This article raises the question of the strategies developed by teachers in situations faced with relative and/or consecutive modifications of the cognitive context of didactic interactions, that means the environment. Thus, the simple self-confrontation would be a tool to analyse the impediments and developments of the activity (Wittorski, 2010; Cattonar, Lessard & Maroy, 2010). Through the discourse of simple self-confrontation, in which the teacher dialogues with himself and is surprised by his actions in the didactic environment, it is possible for him to analyse his initial activity and to develop a posteriori professional skills drawn from his experiential experience.

The article discusses the problem of forming interethnic tolerance in students. The sequence of development of the model of formation of interethnic tolerance in students of non-philological education of higher educational institution is shown. The stages of formation of interethnic tolerance, the goals and objectives of the formation of this personal quality at each stage, as well as the methods of formation of interethnic tolerance in students through the design model are highlighted.

Competence training is not limited to the assimilation of knowledge and strategies or to the formation of skills and abilities, but also to the formation of attitudes. In school we must promote values and attitudes such as: interest in reading and the pleasure of reading; autonomous, reflective and critical thinking in relation to the various assimilated information; self-confidence in one s own abilities; tolerance towards the opinions of others etc. In order to face the challenges of the contemporary world, people must adapt quickly and efficiently, to find solutions and timely strategies, in order to achieve the desired results and especially to find the resources necessary to go through changes several times during their life. In a complex situation, the mobilization of various cognitive resources is not a spontaneous and original invention, but goes through a series of spiritual operations that update the plans and sometimes apply methods. Mental management, neurolinguistic programming and various methods of cognitive education help the subject to become aware of his thinking mechanisms. However, there is no universal know-how that applies regardless of cognitive resources or that can be identified with the subject s intelligence. The present study aims to present the importance of training and developping attitude in the Romanian school system. The current context confirms the need to assert a positive attitude, of openness to the new, combined with self-confidence, as absolutely essential directions to meet the demands of accelerated change and reconstruction. Formation and development of an appropriate attitude is an aspect often neglected in school, although in crisis situations, attitude is a key factor in overcoming and solving problems.

This article revolves around the multimodality of oral language behavior (Mondada, 2008; Ferre, 2011) in autistic children. Successful communication for these children is a complex issue. This process aims to exchange with the others and transmit a message. Therefore, maintain relationships with receivers and weave affective and professional ties (Jackobson, 1663). Processes that children autistic people do not realize or at least find it difficult to establish. This, confirms that language proficiency is a fundamental element in the development of the child s personality; of its success and its integration into society. Therefore, to understand the language mechanism in children with the ASD spectrum (Rousselle, 2009) from a dynamic perspective, it is necessary to take into account the interactions between the different linguistic modalities. Our contribution is a part of the psychology of communication (Abric, 2019) and interactional linguistics (Kerebrat-Orecchioni, 2005).

In the context of the pandemic caused by SARS-CoV-2 which has lasted for almost 2 years and which has determined the transition of universities to online education, we consider it important to address the issue of the resilience and wellbeing of the students. The well-being and excellence of the students are interlacing and starting from this reality it makes well-being very important. Universities are not only a place for the students to learn, they should be a place where well-being is a priority, giving students the opportunity to participate in activities that are important to them, where they can experience positive emotional states, can be valued, encouraged to gain success, to experience feelings of belonging to the academic community. Our study aims to identify the well-being of the students during the pandemic and the need to develop and implement certain academic resilience programs. Because in the specialised literature the concept of well-being is a polysemantic one, we will approach well-being considering the following components: mental state, emotional state, physical health and social interactions.

In Benin, very little research has been done on the profile of head teachers. It is therefore impossible to know, for example, to what extent the legal requirements regarding entry profiles are respected or whether headteachers are likely to possess the generic skills sought. This analysis could shed light on the recruitment and training policies for school principals in Benin in relation to the generic skills sought. This article contributes to filling this gap by analyzing the socio-demographic and professional characteristics of primary school principals in Benin. This exploratory study using descriptive analyses is carried out using data from the CONFEMEN Educational Systems Analysis Program (PASEC) collected during the 2013–2014 school year. Our results show a low feminization of school management positions in Benin, regardless of the status of the school (public or private). The professional certificate (CAP), the minimum diploma required to head a primary school in the Beninese education system, is held by all public-school principals. However, the private sector has more than 43 percent of principals who do not have the CAP. The study allows us to start thinking about whether or not it is necessary to impose a minimum level of schooling other than the vocational diploma (CAP) to be eligible for the position of head of a primary school. A second perspective concerns the importance of stricter supervision of private schools with regard to compliance with the regulations on appointment to the post of primary school principal in Benin.

The present research paper highlights the importance of plurilingual competence and plurilingual approach to language education in pre-service teacher training taking students at the Teacher Training College of Bouzareah-Algeria as a case study. The study is designed to gain insight into the development of plurilingual competence and the implementation of plurilingual approach to foreign language teaching and learning in the pre-service program that is addressed to the students of the departments of French and English in their final year of university studies as they guarantee a professionalization of the pre-service training (Kervran, 2005; Castelloti, 2002). To achieve the above mentioned aims, the researcher employed a qualitative method by using semi-structured interviews with pre-service teachers being trained to teach foreign languages in the secondary education as well as Master students of Didactics who are teaching in the field area aiming at suggesting a didactic model for integrating plurilingual approach for teacher education.

Although humour has received a lot of attention when it comes to general psychological research due to its demonstrated positive effects on wellbeing and relationship maintenance, it appears to be disregarded in relation to Counselling and Psychotherapy training. To this date, there are no empirical studies focused on how counselling students use and view humour and there have been very few research endeavors aimed to study humour as a communication skill in Psychotherapy. This article explores the existing literature on the use of humour in counselling. Towards the end, it aims to answer whether or not humour should be taught in Psychotherapy training.

This study was designed to investigate the effectiveness of constructivist instructional model on secondary school students’ retention in computer studies in Anambra State. It was a quasi-experimental study that utilized pre-test, post-test, post-test non-equivalent control group design. The population of the study consists of all co-educational public senior secondary (SS2) students that offer computer studies in 2019/2020 academic year in Anocha Local Government Area (L.G.A) of Anambra State. Four out of 10 schools were selected as a sample, where one school each was used as experimental and control group. The experimental groups were taught using constructivist instructional model (CIM) while the control groups were taught using traditional instructional model (TIM). Intact classes were used for both groups. Instruments used for the study was Number System Retention Test (NSRT) with the reliability co-efficient of 0.79. Two research questions were raised and answered descriptively using mean and standard deviation. Two hypotheses were formulated and tested at 0.05 level of significance. Analysis of covariance (ANCOVA) was used in analyzing the data collected. The findings of the study revealed that CIM promotes high retention ability of learners. Based on the findings, it was recommended that CIM should be used in teaching computer studies in schools.

COVID-19 has led to the closure of schools and the retention of teachers at home. Entangled in this situation, these teachers have more overinvested in social networks to keep in touch. This particular circumstance served as a pretext for us to question the nature of the exchanges shared between teachers in their Facebook groups. In a qualitative approach, we have conducted interviews and observed traces of activity from two selected groups during the pandemic. The content analysis that we applied to these data indicates a strong socio-cultural connotation of the exchanges in the forums to the detriment of pedagogical, didactic and political knowledge. Ultimately, the article concludes that Facebook groups are being used more for entertainment than for educational purposes.

This article is the result of an exploratory-descriptive research carried out with 65 history teachers from Cameroon and their 130 teaching sheets by describing the integration of teacher’ beliefs in the planning of history teaching-learning of history teaching-learning. It associated with the current socioconstructivism paradigm which places the learner at the center of a didactic project. It reveals that the teachers have a pseudoconstructivist pedagogical belief, an illusion of constructivist psychological beliefs, an integration of the positivist epistemological belief, an absence of the historical narrative in the pedagogical sheets. These results have implications for planning.

This paper is intended as an attempt to equally surprise both the notions of the conceptual apparatus and the historicity of early education from the Romanian perspective. This conceptual approach, respects and relates itself, to the European and worldwide pedagogical concepts, the way they are understood and promoted in the light of educational policies. The Romanian reality in the field of early education, may be and it is, authentic and innovating: authentic, based on the specific of educational policies, innovating, by the development and emergence of this segment of educational responsibility in Romania. Therefore, Romania offers and constitutes an example of good practice.

The contribution of scientific research is recognized in the design of development policies. Research thus constitutes a “tank” of capitalized knowledge, such as reflections, knowledge and recommendations for development. Thus, by focusing on the contemporary issue of climate change on the environment of Madagascar, this article examines the recommendations made by the student researchers in their Master theses. However, the observation of the exclusion and disregard of student researchers is reported. Then, this article diagnoses the reasons for communicational cuts and blockages in the process of transmitting their recommendations for the construction of policies. This study therefore deciphers the challenges that hinder the transmission of recommendations between student researchers at the University of Antananarivo and their state recipients.

Motivation is one of the most important elements required for effective language teaching and learning. Hence, teachers need to provide motivators that take into consideration learners’ needs and interests. The present research work focuses on learners’ motivation to learn English and the integration of culture as a motivator in the EFL classrooms. The purpose of this study is to examine the students’ integrative and instrumental motivation for learning English in the Algerian secondary schools and more precisely the third year of the secondary education (SE3) by getting feedback from EFL learners and interpreting the results obtained form the survey. Finally, the research work concludes with some pedagogical recommendations which might be beneficial for the EFL teaching and learning process in general and the motivation of learners in particular with reference to culture teaching.

What specific university pedagogy is the Bologna process, otherwise known in Africa as the LMD (Licence-Master-Doctorat) System, actually accompanied by ? This evaluative research argues that, in Central Africa, the LMD system is more interested in didactic perspiration, synonymous with acculturation to exercise or personal work of the learner, than in didactic transposition or the pedagogic processing of the subjects taught. Actually, the pedagogic Rules or Procedure of the University of Yaoundé 1 confirm this hypothesis through two indicators : the volume of activities and the learning time allocated to students. This pedagogical perspiration seems likely to reduce the gap between the expected and the actual performance of students at the end of a course, therefore curbing academic failure.

The article is a plea for the education of adults, continuously, as part of their lifelong learning. The main arguments are: professional development, personal development, occupational diversification, completion/ updating of experience, adaptation to society. From a theoretical point of view, adult education must regard: self-determination, the role of experiences, their preparation and orientation for learning, internal motivation and the need for knowledge. At the application level, following interactions in short training courses with teachers engaged in lifelong learning, several options for transformative learning have emerged, which support the needs of personalization, so that the skills developed can be used in both professional contexts (formal) as well as in non-formal or informal ones. By reporting to the highly computerized society, now, but also in the future, adults can be successfully framed in forms of low-frequency, blended-learning, distance learning. However, the continuing training of teachers also encounters difficulties, resistance to change as there are personal differences in grasping its relevance. Our critical analysis has weighed the strengths, the weaknesses, the opportunities and the threats, and what remains important is the identification of realistic solutions, not pessimistic, constructive and well-founded ones. Therefore, in order to integrate the competencies required by the current society into the didactic approach, continuing training courses can be implemented, the actual integration can be used, through personal reorganization or through managerial or collegial support, in participating in online learning communities and sharing teaching experiences.