Abstracts - Earli

integrative curriculum by a professional learning community of twenty-five teacher-educators, andto investigate how they managed the issues which obstructed the process: (a) The curricular issue;(b) The relationship issue: (c) The issue of the gap between creation and implementation. The data,which was collected during four academic years, consists of transcriptions of the teachereducators’weekly meetings, assignments, student-teachers’ written works, participantobservations of the student-teachers’ teaching and student-teachers’ presentations. The dataanalysisconsists of retrospective identification of research cycles and themes, through a dialecticalprocess with the Activity-Theory (Engestrom 1999; Edwards, 2000). The validation processincluded triangulation of the various data sources and collaborative interpretation of the data. Theresearch was comprised of three cycles: The first cycle describes the initial stages of developing aprofessional community of teacher-educators. The disagreement concerning the teaching of the"observation" tool, led to mutual understanding and willingness to build an integrative curriculumwhich will maintain the essence of the various disciplines and encourage significant connectionsbetween them. The second cycle describes the process of developing an integrative modularcurriculum. This process encouraged a dialogue between different world views and pedagogicalconceptions of the teacher-educators, constructed the frame of the program and determined itsboundaries. The third cycle describes the process of work together on tools which encouraged andassessed integrative learning. A core construct emerging from the data was the notion of "middlelevel",in a dual meaning: as a hidden curriculum and as an activist, caring and epistemologicalteam. The significance of this study is in the description of a "middle-up-down" model designed tomanage implementation of new pedagogical ideas.Self-regulatory processes used by preservice teachers to learn how to activate and sustainstudents’ motivation within practicumSylvie Frechette, University of Quebec at Trois-Rivieres, CanadaMonique Brodeur, University of Quebec at Montreal, CanadaFrederic Legault, University of Quebec at Montreal, CanadaThe study investigated the use of self-regulatory processes by preservice teachers to regulate theway they learn to activate and sustain their students’ motivation within practicum. Data wascollected from 79 trainees who posted a message describing a motivation problem in electronicdiscussion forums and from 15 trainees who were prompted to describe in stimulated recallinterviews a classroom situation where they learned to activate and sustain their students’motivation. Twelve self-regulatory processes were found in interviews and nine in forums. Adetailed description of the processes will be presented. Positive correlations were found amongphases of self-regulation, and between the number of different self-regulatory processes used bytrainees within forums and the number of motivational practices they proposed. Trainees who usedmore self-regulatory processes generated more motivational strategies.CORF: An internet platform for supporting student-teachers in learning by inquiring teachingpracticesRuurd Taconis, Eindhoven School of Education, NetherlandsChris de Jong, Fontys University of Professional Education, NetherlandsSanneke Bolhuis, Fontys University of Professional Education, NetherlandsInquiry learning can be a powerful tool in teacher training. Teachers can improve their teachingand research skills by performing inquiries into their own practice in an action research format(Elliot, 1994). Moreover, they can develop the skills necessary to continuously improve theirpractice, a competence commonly recognized as required for teachers. The CORF system (in– 457 –