Pratiques in situ d’enseignants-chercheurs et confrontation avec le vécu des étudiants : une étude de cas en mathématiques et en physique
This research focuses on the teaching practices of teacher-researchers (TRs) in a lecture context. Their declared practices were studied using the sociological notion of professional identity. The analysis of the verbatim, collected during interviews with 5 TRs indicates a strong attachment to the e...
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| Yayımlandı: | URI:https://journals.openedition.org/adsc, |
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| Asıl Yazarlar: | , , |
| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Français |
| Baskı/Yayın Bilgisi: |
Annales de Didactique et de Sciences Cognitives
2024
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| Konular: | |
| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Özet: | This research focuses on the teaching practices of teacher-researchers (TRs) in a lecture context. Their declared practices were studied using the sociological notion of professional identity. The analysis of the verbatim, collected during interviews with 5 TRs indicates a strong attachment to the epistemology of their discipline and a willingness to interact with the student audience to facilitate learning. However, the analysis of students' answers to a questionnaire proposed at the end of the lecture shows a misunderstanding between their intentions and the students' experience. We have identified two profiles of TRs: some encourage interaction during the course by overlooking some of the students' difficulties, while others give too many details or use a medium that hinders learning. |
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