Référence au savoir et aux connaissances dans une séquence d’enseignement en éducation civique

Abstract : This article examines how teachers refer to scholarly knowledge and to their own knowledge during teaching. Subjects included eight primary level teachers who planned a teaching sequence in civic education using six documents representing different types of knowledge. Following the activity, the teachers provided comments in two areas : evalua- tion of the sessions and reflection on the teaching content. The data collected and the docu- ments were subjected to a factor analysis. The results show that teachers refer to knowledge about teaching only during the planning stage and prefer to determine teaching methods from steps in pedagogical reasoning.
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Submitted on : Saturday, November 15, 2014 - 9:03:22 AM
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Philippe Dessus, Jean-Yves Carpanèse. Référence au savoir et aux connaissances dans une séquence d’enseignement en éducation civique. Revue des Sciences de l'Education, 2003, 29 (3), pp.609-628. 〈http://id.erudit.org/iderudit/011406ar〉. 〈10.7202/011406ar〉. 〈hal-01083067〉

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