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Action conjointe et connaissances professionnelles de l'enseignant

Abstract : Teachers'knowledge has been the focus of many studies in science education (Abell, 2007), often based on implicit assumptions about the link between what teachers say about their practice and their actual practice. This link is somehow problematic and therefore the teachers'knowledge at stake in these studies in mainly knowledge on action. To bypass this limitation, and in order to study also knowledge in action we put forward a connection between two approaches - the categories of professional knowledge highlighted by previous studies Pedagogical Content Knowledge) and Joint Action Theory - as well as a method of analysis related to Joint Action Theory.
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https://hal.univ-grenoble-alpes.fr/hal-00995031
Contributor : David Cross <>
Submitted on : Thursday, May 22, 2014 - 3:28:22 PM
Last modification on : Tuesday, May 12, 2020 - 3:56:12 PM

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David Cross. Action conjointe et connaissances professionnelles de l'enseignant. Éducation & Didactique, Presses Universitaires de Rennes, 2010, 4 (3), pp.39-60. ⟨hal-00995031⟩

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