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Le « bon cours » et le « mauvais cours » : analyse descriptive et essai de typologie des conceptions de jeunes enseignants-chercheurs en France

Abstract : This empirical study is part of research into teachers’ conceptions of teaching but in a new context and with a new audience. It is based on a qualitative survey conducted by semi-directive interviews with 17 lecturers (in the job for three years at most and across a range of subject areas) about the notions of ‘good’ and ‘poor’ lessons. The analysis reveals (1) difficulties in defining what makes for a ‘good’ lesson and even more so a ‘poor’ lesson; (2) the narrow range of terms used and the fact that the terms characterize a ‘good’ lesson as both a process and an outcome; (3) the absence of conceptions in terms of academic subject areas, and (4) great difficulty in categorizing the conceptions identified within the models of Hativa, Barak, & Simhi (2001) and Fox (1983). This leads us to suggest a new typology.
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https://halshs.archives-ouvertes.fr/halshs-01698877
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Submitted on : Tuesday, May 25, 2021 - 11:30:42 AM
Last modification on : Tuesday, May 25, 2021 - 3:23:04 PM
Long-term archiving on: : Thursday, August 26, 2021 - 6:57:57 PM

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Joëlle Demougeot-Lebel. Le « bon cours » et le « mauvais cours » : analyse descriptive et essai de typologie des conceptions de jeunes enseignants-chercheurs en France. Les Dossiers des sciences de l'éducation , Presses Universitaires du Mirail 2017, pp.131-149. ⟨halshs-01698877⟩

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