RESUMO
Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical content are lacking. Thus, we investigate whether and how 287 in-service teachers sustained a primary school DE curricular reform over a year after they completed their two-year DE professional development program. We model the sustainability of the reform through Structural Equation Modelling, and identify critical sustainability-factors. The validated Sustainable Adoption of Digital Education (SADE) model confirms that sustainability in the fourth year of the reform depends on perceived usefulness of teaching the new content, ease of implementation, and access to sufficient support in schools. Such factors should thus be evaluated, accounted for in the implementation phase of the reform, and sustained over time. The findings confirm that the DE curricular reform model contributes to positive self-efficacy to teach DE, provides sufficient in-school support, and promotes increasing adoption over time. However, as teachers' practices have not yet stabilised, and teachers may still adopt more to cover the breadth of DE-concepts, it is important to remain attentive to remaining sustainability barriers: lack of time, effort required to teach DE with teachers preferring to delegate, and lack of student-learning evidence, the latter being a significant challenge to address in the literature. These barriers must therefore be jointly addressed by researchers and practitioners in the field in order to promote the sustainability of the reform.
RESUMO
Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective processes in learning and problem-solving fields. However, the comprehension of real-time dynamics between emotional sharing and collaborative exchanges (what we propose to call "collaborative act") still needs to be deepened. The challenge is especially on understanding the interplay between real-time changes in epistemic and relational dimensions. In this study, we propose to explore this question in dyadic creative problem-solving. Eleven pairs of participants used an argument graph tool to co-create a slogan against violence at school. The tool was used to write down slogans and build a joint map of the group argumentation. During the collaboration, they had access to an emotion awareness tool, allowing them to share emotional labels in real time. An indicator of real-time use was computed to track ongoing changes in collaborative acts during collaboration. Then, using both inferential and descriptive statistics, we first investigated whether emotional sharing induces real-time adaptation of both emitter's and receiver's collaborative acts. Second, we looked at privileged relationships between emitter's collaborative acts, emitter's emotion sharing, and receiver's collaborative acts. The preliminary results obtained (1) confirm that emotional sharing regulates emitter's and receiver's collaborative acts and (2) strongly suggest that specific emotions mark specific patterns of collaboration in different collaborative phases, implying both the epistemic and the relational spaces of collaboration. These results highlight the value of studying emotional sharing for a deeper comprehension of the factors regulating collaborative problem-solving. Perspectives in educational psychology and computer science are considered, with the will to understand and promote better self- and co-regulation of collaborative problem-solving through emotional sharing.