The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

Dans un contexte d’évolution progressive des finalités de l’enseignement professionnel, des démarches d’enseignement fondées sur l’investigation sont de plus en plus largement prescrites. Cet article s’intéresse aux liens entre des prescriptions de démarches d’investigation qui restent floues pour les disciplines professionnelles et ce que décrivent des enseignants de lycées professionnels de Génie industriel textile de leurs pratiques. En particulier, nous cherchons à identifier si les pratiques déclarées évoquent des démarches de type investigation, pragmatique ou explicative. Des entretiens semi-directifs ont été menés auprès de six enseignants de disciplines professionnelles aux profils variés, sur la base d’un guide d’entretien construit à partir des caractéristiques de l’activité enseignante et de l’enseignement fondé sur l’investigation. L’analyse de ces entretiens a montré que malgré un flou dans les prescriptions, les enseignants interrogés décrivent des pratiques qui relèvent avant tout d’une investigation pragmatique, en donnant une place prépondérante à des tâches impliquant une réalisation pratique par les élèves.

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Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This study investigates the impact of AR on the mental effort and learning outcomes of students who were involved in an inquiry-based science training session. The sample was composed of French Master’s degree students. A control group who used physical modeling activities and an experimental group who used an AR model for the first time studied the phenomenon of the seasons. The students were tested on their learning outcomes and mental effort during the training session. Results revealed no significant differences, except for the short-term test which showed better learning results for the control group. Moreover, a link between mental effort and learning outcomes was observed independently of the group conditions. Despite the first use of an AR model to study a complex scientific phenomenon, the experimental group (AR) performs in similar way to the control group (without AR) in long-term learning outcomes and mental effort.