Session Information
32 SES 08, Reflections and Narratives of School Development
Paper Session
Contribution
The French education system is currently undergoing reform. One dimension of this reform is to register the student as a person (Wallon) in the heart of the concerns of teachers. Thus the reform of secondary (Resource 2012), extends the custom of the 6th class support to all school classes. In this perspective we question the pedagogical and didactic choices made by some teachers. We have therefore proposed to follow two teachers in their approach using the framework of study of professional didactics (Pastre, 2011) and applying a methodology of observation by using the video and the self-confrontation (Numa-Bocage, 2014).
The objectives of the research:
- Understand the impact of certain aspects of a reform of the education system (reform of 2013, French secondary system) on the development of professional practices?
- Understand in what some devices focus on the student can or not help learning
- To discuss the scope and limitations of use a search device (self-confrontation) to meet social challenges of learning and professional development.
Didactic and methodological assumptions :
The research hypotheses are didactic because it is on one hand seeks the development of ways learning to learn among students (good or less good in mathematics, second grade high school in France) ; secondly it seeks the professional development of teachers through the use of self-confrontation and reflective analysis of its practice. They are also methodological because the self confrontation which is a method of the searcher is considered in its formative dimension, as an artifact promoting reflexivity in students for learning and at the teacher as a support to the development of professional skills.
- HP → 1 / The self-confrontation is both a methodology for the researcher (video, observation and maintenance professional teaching) and a way of professional development for the teacher.
- HP → 2 / self-confrontation is an artifact to promote personalized help by its reflexive dimension.
- → HP3 / personalized help student-centered promotes a change in the report to knowledge and the teacher.
Method
Expected Outcomes
References
PASTRÉ Pierre. La didactique professionnelle. Approche anthropologique du développement chez les adultes. Paris : PUF, 2011. [APLycée2012] http://eduscol.education.fr/cid54928/accompagnement-personnalise.html Document d'accompagnement, Eduscol, 27 septembre 2012. [Circulaire2010] http://www.education.gouv.fr/cid50471/mene1002847c.html Circulaire n° 2010-013 du 29-1-2010, Bulletin officiel spécial n° 1 du 4 février 2010. Numa-Bocage, L., Marcel, J.-F., & Chaussecourte, P. (Éds.) (2014). L’observation des pratiques enseignantes. Recherches en Éducation, 19 Rabardel, P. (1995). Les hommes et les technologies, une approche cognitives des instruments contemporains. Armand Colin, Paris.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.