Principes de travail collaboratif entre chercheur·e·s et enseignant·e·s : le cas du LéA RMG

Allard, Cécile; Horoks, Julie; Pilet, Julia

doi:10.4000/educationdidactique.9644

educationdidactique

2022

DOI: 10.4000/educationdidactique.9644

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Principes de travail collaboratif entre chercheur·e·s et enseignant·e·s : le cas du LéA RMG

Cécile Allard¹,

Julie Horoks²,

Julia Pilet³

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2024

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De la spécificité des disciplines aux pratiques enseignantes et à la formation : quelques réflexions pour les mathématiques et les sciences

Munier,

Proulx

2024

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This article addresses questions relative to teachers of mathematics and sciences. We first establish the notion of the specificity of both disciplines as an epistemological background to underpin our ways of tackling questions about teachers’ practices, knowledge and training initiatives. Addressing issues about practices (of teachers and of teacher education) in relation to each disciplines’ specificity invites taking into account the nature of scientific and mathematical activity in itself. These orientations lead to consider the possibilities, in contrast to prescriptions, for adressing issues of teachers’ knowledge and practices, and their implications for teacher education practices.

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De la spécificité des disciplines aux pratiques enseignantes et à la formation : quelques réflexions pour les mathématiques et les sciences

Munier,

Proulx

2024

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Principes de travail collaboratif entre chercheur·e·s et enseignant·e·s : le cas du LéA RMG

Cited by 1 publication

References 20 publications

De la spécificité des disciplines aux pratiques enseignantes et à la formation : quelques réflexions pour les mathématiques et les sciences

De la spécificité des disciplines aux pratiques enseignantes et à la formation : quelques réflexions pour les mathématiques et les sciences

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