Interagir en début de cours : Enjeux didactiques et discursifs

Abstract : We are interested here in the way an experimented teacher interprets the phenomena of incomprehension which arise in the first minutes of his course. How does he consider them? How does he take into account them in the regulation of the didactic action (Sensevy, 2007)? In an approach centered on the activity of teacher, and which tends to update forms of conceptualization and models constituted during a long experience of teaching, we suggest adding a didactic analysis of the studied beginning. The confrontation of these two approaches, clinical and didactic, aims at putting in discussion the pragmatic concepts (Samurçay, Pastré, 1995) identified, in a double perspective of documentation of the practices and the vocational training. It leads to question the place that the contents of knowledge like respectively in the analysis which we produce from our part, and in the comments which we collected on behalf of the teacher. The noticed asymmetry is interpreted at first with regard to the characteristics of the envisaged situation. Certain number of factors, recovering more widely from the activity of teaching, is however evoked.
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Dominique Broussal, Dominique Bucheton. Interagir en début de cours : Enjeux didactiques et discursifs. Éducation & Didactique, Presses Universitaires de Rennes, 2008, pp.59-75. ⟨hal-00762066⟩

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