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.
Document type :
Journal articles
Complete list of metadatas

http://hal.univ-grenoble-alpes.fr/hal-01083067
Contributor : Philippe Dessus <>
Submitted on : Saturday, November 15, 2014 - 9:03:22 AM
Last modification on : Tuesday, September 17, 2019 - 9:45:33 AM

Links full text

Identifiers

Collections

UGA | TICE | LSE

Citation

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. ⟨10.7202/011406ar⟩. ⟨hal-01083067⟩

Share

Metrics

Record views

201