Session Information
27 SES 12 A, Didactics and/or Curriculum
Symposium
Contribution
Historically, the construction and the implementation of epistemologically controlled teaching units, called “didactic engineering” is the flagship of the French-speaking didactic research (Artigue, 2014). This approach is based on the variation of rich learning situations conceived by the researcher and implemented by the teachers for generating a consistent learning trajectory. Unfortunately, the teaching materials resulting of the didactic engineering processes are barely used in the teachers’ day-to-day practices as standard curriculum materials. In the 2000’s, the anthropological turn toward the study of ordinary classroom practices led to the modelling of the teacher and the students’ joint actions (Sensevy et al, 2005; Sensevy & Mercier 2007; Ligozat & Schubauer-Leoni, 2010). This approach highlights the importance of the teacher’s practical epistemology, i.e. the set of experiential knowledge developed about teaching by the teachers themselves to cope with the daily challenges in the classroom (Marlot 2009, Ligozat, 2011). On this basis, a new strand of research developed, in which researchers together with teachers either rework some existing teaching material to attend the overlooked dimensions of the teaching practice related to the targeted learning trajectory (Sensevy et al, 2013) or design new teaching units to match certain curriculum requirements. The paper examines the conditions of two collaborative contexts set up between primary school teachers and researchers for designing teaching sequences in natural sciences in France and Western Switzerland. In each context, one episode in the process is selected and analysed in terms of the didactic knowledge occurring in the researcher and teacher transactions, and in terms of the positions developed towards this knowledge by the participants. We argue that the teacher and the researcher do not necessarily share the same perspective on the content to be taught because of the inner position of the teacher within the didactic system subjected to the transposition process (Chevallard & Bosch, 2014). For creating a shared interpretative space of the resources for teaching a specific content, the teacher’s practical epistemology about the content has to be expressed and discussed against the results of the analysis of the transposition process carried out by the researcher. The acknowledgement of the dissymmetry is a condition for the teacher to produce new meanings on her practice.
References
Artigue, M. (2014). Didactic Engineering in Mathematics Education. In S. Lerman (ed.), Encyclopedia of Mathematics Education (p. 159-162). Springer Netherlands. Chevallard, Y., & Bosch, M. (2014). Didactic Transposition in Mathematics Education. In S. Lerman (ed.), Encyclopedia of Mathematics Education (p. 170-174). Springer Netherlands. Desgagné, S., Bednarz, N., Lebuis, P., Poirier, L., & Couture, C. (2001). L’approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation. Revue des sciences de l’éducation, 27(1), 33–64. Ligozat, F. (2011). The Determinants of the Joint Action in Didactics: the Text-Action Relationship in Teaching Practice. In B. Hudson & M. A. Meyer (eds.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 157-176). Opladen & Farmington Hills MI: Barbara Budrich Publishers. Marlot, C. (2009). Glissement de jeux d’apprentissage scientifiques et épistémologie pratique de professeurs au CP. Aster, 49, 109-137. Sensevy, G., & Mercier, A. (Éd.). (2007). Agir Ensemble: L’action didactique conjointe du professeur et des élèves. Rennes: Presses Universitaires de Rennes. Sensevy, G., Schubauer-Leoni, M.-L., Mercier, A., Ligozat, F., & Perrot, G. (2005). An Attempt to Model the Teacher’s Action in the Mathematics Class. Educational Studies in Mathematics, 59(1-3), 153-181.
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