Connaissances mobilisées pour préparer un cours de sciences physiques
Résumé
What knowledge Do Teachers Use to Prepare a Physics Class
Much research has been carried out to obtain a better understanding of how teacher's vision of teaching and his/her learning experiences influence their methods used in class. This article is based upon a case study whose goal is to examine the knowledge used during course the preparation of a physics class which takes into account the external resources available. Three teachers with vary credentials were interviewed and their interviews were then studeid using 3 criteria: 1) the type of knowledge used 2) the source of the knowledge used as pertains to the external-resource referenced 3) where the courses were actually prepared. Albeit the use by each teacher of different knowledge and external resources, the results reveal that the content of their university courses was still their reference point and that this knowledge was more or less freely adapted by the various teachers to the needs of the specific teaching audiences according to the specific credentials of the individual teachers. More experienced teachers do not seem to make use of the same course material as beginners.
Much research has been carried out to obtain a better understanding of how teacher's vision of teaching and his/her learning experiences influence their methods used in class. This article is based upon a case study whose goal is to examine the knowledge used during course the preparation of a physics class which takes into account the external resources available. Three teachers with vary credentials were interviewed and their interviews were then studeid using 3 criteria: 1) the type of knowledge used 2) the source of the knowledge used as pertains to the external-resource referenced 3) where the courses were actually prepared. Albeit the use by each teacher of different knowledge and external resources, the results reveal that the content of their university courses was still their reference point and that this knowledge was more or less freely adapted by the various teachers to the needs of the specific teaching audiences according to the specific credentials of the individual teachers. More experienced teachers do not seem to make use of the same course material as beginners.
De nombreuses recherches ont permis de mieux comprendre en quoi les conceptions sur l'enseignement et l'apprentissage des enseignants influencent leur pratique en classe. Le travail de recherche que nous présentons ici vise à explorer, à partir d'une étude de cas, les connaissances mobilisées lors de l'activité de préparation d'un cours de sciences physiques en lien avec les ressources externes disponibles. A ces fins, nous avons fait passer des entretiens d'explicitation à trois enseignants ayant des degrés d'expertise différents. Ces entretiens ont été analysés sur la base des catégories de connaissances mises en œuvre, leur origine en association avec les ressources externes mobilisées ainsi que les lieux de préparation. Même si les trois enseignants font appel à des connaissances et à des ressources externes différentes, les résultats montrent qu'ils mobilisent des connaissances en lien avec des savoirs institutionnels plus ou moins librement adaptés, en fonction des besoins liés aux situations d'enseignement et de leur niveau d'expertise. Par ailleurs, l'analyse montre que les deux enseignants expérimentés mobilisent des connaissances pédagogiques à contenu disciplinaire ayant des champs d'application différents de celles mobilisées par l'enseignante débutante.