Session Information
27 SES 03 A, Teaching Practices in Literacy, Language Arts and Mathematics
Paper Session
Contribution
The research program of comparative didactics (Ligozat & Leutenegger, 2012) is particulary relevant to study the teaching activity in the primaries degrees, due to the deal with many subject matters and the implicit reference to different epistemologies. Our consideration on teaching activity is based on Schneuwly’s definition of teaching work, following the theorical – historic and culture based – Vygotski’s approach of human development : Teaching is motivated by the student’s transformation of their ways of thinking and acting – i.e by the artificial psychological development brought by learning (Schneuwly, 2008 ; Vygotski, 1934/1997). This particular work can be described through the fundamental didactic action’s categories (Sensevy, Mercier & Schubauer-Leoni, 2000 ; Schneuwly, 2009), with highlight on how teaching transforms an object to be taught to an actually taught objet, following Chevallard’s process of didactic internal transposition (1991). Observing cases of teaching activity, based on the same curriculum texts and teaching materials, leads to note potential important variations in the process of didactic internal transposition. Depending on the choices made in the teaching planning (the teaching dispositif), school activities and interactions carried out under the teacher's responsibility can lead to differentiated learning (Rochex & Crinon, 2011) or can be able to avoid as much these unfavorable effects. How different can be the conditions for teaching and for learning according to the didactic internal transposition’s process ? What seems to be fondamental about this differences’ implementation ? Those are issues that a comparative didactics can provide answers.
Method
Expected Outcomes
References
Astolfi, J.-P. (2008). La saveur des savoirs. Disciplines et plaisir d’apprendre. Paris : ESF Chevallard, Y. (1991). La transposition didactique du savoir savant au savoir enseigné. Grenoble : La Pensée Sauvage. Goodman, N. (1978/1992). Manières de faire des mondes. Paris : Gallimard. Ligozat, F. & Leutenegger, F. (2012). Vergleichende Didaktik : Geschichte, Instrumente und Heurausforderungen aus einer frankophonen Perspektive. Pädagogische Rundschau, 6/2012, 751-771. Radford, L. (2013). Three key Concepts of the theory of objectification: Knowledge, knowing, and learning. Journal of Research in Mathematics Education, 2 (1), 7-44 Rochex, J.-Y. & Crinon J. (Dir.) (2011). La construction des inégalités scolaires. Au cœur des pratiques et des dispositifs d’enseignement. Coll. Paideia, Rennes : Presses Universitaires de Rennes. Schneuwly, B. (2008). Vygotski, l’école et l’écriture. Cahier de la section des sciences de l’éducation n° 118. Genève : Unige, Fapse. Schneuwly, B. (2009). L’objet enseigné suivi de Le travail enseignant. In B. Schneuwly et J. Dolz, Des objets enseignés en classe de français. (pp. 17-43). Coll. Paideia, Rennes : Presses universitaires de Rennes. Sensevy, G., Mercier, A. & Schubauer-Leoni, M.L. (2000). Vers un modèle de l’action didactique du professeur à propos de la course à 20. Recherches en Didactique des Mathématiques, vol. 20, n°3, 263-304. Vygotski, L.S. (1934/1997). Pensée et langage. Paris : La Dispute
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