Pädagogische Hochschule Wallis

L’article a pour but de présenter quelques concepts liés à la science informatique ainsi que les plus-values qu’ils pourraient apporter aux mathématiques grâce à cette approche interdisciplinaire. Une séquence d’enseignement est ensuite proposée. Basée sur les mathématiques dans un premier temps, elle permettra, ensuite, de décliner et travailler différents objectifs du Plan d’Études Romand (PER) numérique.

The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes.

PurposeOur aim was to develop new evidence-based and consensus-based recommendations for imaging strategies in patients with multiple and/or severe injuries in the resuscitation room. This guideline topic is part of the 2022 update of the German Guideline on the Treatment of Patients with Multiple and/or Severe Injuries.MethodsMEDLINE and Embase were systematically searched to August 2021. Inclusion criteria: patients with multiple and/or severe injuries in the resuscitation room, randomised controlled trials, prospective cohort studies, cross-sectional studies, and comparative registry studies; comparison of interventions for imaging strategies; patient-relevant clinical outcomes such as diagnostic test accuracy and mortality. Further literature reports were obtained from clinical experts. We considered patient-relevant clinical outcomes such as diagnostic test accuracy and mortality. Risk of bias was assessed using NICE 2012 checklists. The evidence was synthesised narratively, and expert consensus was used to develop recommendations and determine their strength.ResultsTwenty-one studies with a total of 55,227 patients were identified. There were studies with low risk (n = 2), high risk (n = 5) and unclear risk of bias (n = 14). Relevant topics were sonographic imaging of the chest and abdomen (n = 8 studies), X-ray of the chest (n = 1), indications for whole-body computed tomography (n = 6), CT scanner location (n = 1), whole-body computed tomography in haemodynamically unstable patients (n = 3), and prehospital sonography (n = 2). There were studies with low risk (n = 2), high risk (n = 5) and unclear risk of bias (n = 14). One new recommendation was developed, six were modified. All achieved strong consensus.ConclusionWhile extended focused assessment with sonography for trauma should be performed for diagnostic purposes after blunt and/or penetrating thoracic and/or abdominal trauma as part of the primary survey in the resuscitation room, whole-body computed tomography (WBCT) gains highest importance as part of the diagnostic procedures for severely injured patients. WBCT with a trauma-specific protocol must be performed in a timely manner if the patient does not require an immediate intervention. Magnetic resonance imaging can be indicated as a further primary diagnostic tool for specific conditions. Two studies were judged to be of low risk of bias in all domains. The risk of selection bias was high in two studies and unclear in seven studies.

Als Mitglieder eines Netzwerkes von (heil-)pädagogischen Beratungsstellen, die sich spezifisch der schulischen Förderung von Lernenden im Autismus-Spektrum widmen, beleuchten wir die aktuelle Situation in der Deutschschweiz. Dabei zeigen wir gegenwärtige Herausforderungen und den daraus resultierenden Handlungsbedarf. Im Anschluss formulieren wir Empfehlungen für eine Optimierung der schulischen Förderung für Lernende im Autismus-Spektrum. Wir konkretisieren unsere Empfehlungen anhand von Praxisbeispielen aus zwei kantonalen Beratungsstellen. Wir haben den Beitrag nach einem intensiven Austauschprozess und in kontinuierlicher Absprache mit den Leitungspersonen von zehn am Ende dieses Beitrags aufgelisteten Beratungsstellen verfasst.

Le semi-confinement suisse et le confinement français du printemps 2020, liés à la pandémie de Covid 19, ont poussé les enseignant·e·s et formatrices et formateurs à assurer une continuité pédagogique à distance. Grâce aux résultats statistiques d’une enquête, cet article analyse et compare, à la lumière du « déjà-là » des enseignant·e·s des deux pays, les évolutions de leurs rapports au numérique, aux institutions et à l’épreuve de la continuité pédagogique. Nonobstant une bonne dynamique générale, plusieurs disparités laissent entrevoir des perspectives de formation.

La plateforme Géoscola est née de la nécessité de disposer d’un outil efficace pour le pilotage et l’aide à la décision de l’école publique du Canton du Valais. Sa création est le fruit d’une approche entre sciences de l’éducation et géographie. L’information sur le fonctionnement du système éducatif se construit à partir des subdivisions administratives scolaires avec une perspective territoriale, grâce à l’adaptation du géoportail « Géoclip Air » conçu et utilisé par les instituts géostatistiques. Cet article rend compte de l’aventure technique et humaine qu’a représenté ce projet. Il analyse également le processus ainsi initié avec différents acteurs institutionnels qui rend essentielle la prise en compte d’implications et d’exigences administratives, politiques et éthiques sensibles.

Environmental, cultural, and social issues are becoming increasingly complex, and the educational context is no exception to this trend. The relevance of teachers’ creativity in examining situations from different angles, in imagining new approaches, in adapting to the varied needs of students, and in training them so that they too can grasp the teeming complexity seems obvious. However, creativity sometimes seems to be taken for granted among teachers and educational programs leave a gap around this theme. Since the scientific literature tends to show that teachers’ creativity is still little explored in educational contexts, this doctoral research studies its manifestations within a group of teachers enrolled in a professional master’s program in preschool and elementary education (Université de Sherbrooke, Canada). Within the framework of this program, each one elaborates a professional development project over a three-year period. Using a variety of authentic data sources (observations in natural occurring situations, reflective writing by participants, and semi-structured interviews), their creative process is documented and analyzed. This multiple-case study (n = 9) that draws on the concept of creativity as related to that of professional coherence reveals that the pursuit of greater professional coherence not only enables the implementation of creative skills to foster teachers’ professional development, but also elicits beautiful risk-taking.

Attenuated positive emotions and difficulties in regulating emotions are frequently observed in individuals with autism spectrum disorders (ASD) and are linked to increased risk of affective disorders, problematic behaviors, and impaired socio-emotional functioning. As such, interventions specifically focused on positive emotion regulation (ER) skills could be very valuable for individuals with ASD, their caregivers, and therapists. However, the field of positive ER in ASD is under-researched. The present study aimed at testing the practical potential and the preliminary effects of a brief novel psycho-educational training program on positive ER for individuals with ASD. Thirty male participants with ASD (aged 10–35years; Ntraining=14, Nwaitlist=16) underwent a three-session program on the use of adaptive positive ER strategies (i.e., attentional deployment, cognitive change, and response modulation). Participants rated the program as easy to understand, interesting, pleasant, and likable. No dropouts or adverse effects were observed. The training group showed a significant increase in the self-reported use of the ER strategies compared to the waitlist group. The increase in the use of ER strategies maintained up to 7 weeks in the overall sample. Having reached high satisfaction rates and the intended effects in this proof of concept study, this novel program represents a promising tool to support ER. Future research should next investigate the efficacy of the intervention on day-to-day emotional experience and wellbeing.Clinical Trial Registration:ClinicalTrials.gov # NCT02898298