Normes professionnelles et épistémologie pratique de l’enseignant : un point de vue didactique

Abstract : Using a qualitative methodology related to a case study (Passeron & Revel, 2005), we try to grasp in what way (s) some of the elements of the practical epistemology of a French pre-school teacher are updated in a sequence of mathematics he designed and conducted. We anchor our analysis in the joint action theory in didactic (Sensevy, 2007, 2011) - and we focus our observation on teaching practice in relation to knowledge at stake. Our didactical analyses establish a dynamic between professional standards and practical epistemology of the teacher. Grasping this dynamic allows us to better understand the tensions between the collective and the individual, in the teaching profession in France.
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Corinne Marlot, Marie Toullec-Thery. Normes professionnelles et épistémologie pratique de l’enseignant : un point de vue didactique . Revue canadienne de l’éducation, 2014, http://journals.sfu.ca/cje/index.php/cje-rce/article/view/1698/1722. ⟨halshs-01099458⟩

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