Quelles approches pédagogiques sous-tendent les pratiques des futurs enseignants belges francophones ?

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

“…Secondly, both the analysis of these profiles and of the pedagogical practices promoted by the future teachers of our sample support the non-linearity of the beliefs-practices relationship. Our findings are consistent with, and complementary to, research that has shown the role played by pre-service experiences in this relationship (Gravé et al, 2020; Yang et al, 2020). While most research focuses on the practical aspect of training and reports a perception of the uselessness of theoretical content and, consequently, its distancing by students, our results indicate a sensitivity of initial conceptions also to the theoretical aspect of training (as changes can already be seen at the start of the second year of training).…”

“…In terms of their conception of teaching and learning, they position themselves in favor of the development of critical thinking, the application of procedures and a transmissive approach, with a decreasing intensity. Like previous work (Gravé et al, 2020; Voss et al, 2013), this profile highlights that constructivist and transmissive beliefs are not mutually exclusive dimensions, but rather that they can be reconciled within the same belief system. Second-year students (24.7% of the cohort) advocate with the same strength as their predecessors a procedural conception of mathematics as well as the application of procedures and a transmissive approach.…”

“…While researchers agree on this point, they are much less unanimous on the ability of the teacher education programs to achieve it. Some report a certain permeability of beliefs to TE experiences, but only for primary school students (Gravé et al, 2020; Wanlin & Crahay, 2015), while others report changes for secondary school students as well (Gattuso & Bednarz, 2000; Yang et al, 2020). Still others observe a change in certain types of beliefs only (e.g., beliefs about teaching and learning, but not epistemological beliefs; Liljedahl et al, 2019).…”

Entre croyances et pratiques de futurs enseignants de mathématiques au secondaire : une relation perméable

“…À propos des croyances relatives à l'enseignement et à l'apprentissage des mathématiques, un premier constat qui ressort de l'analyse est la compatibilité des approches traditionnelle et (socio) constructiviste. Nos conclusions renforcent, de ce fait, les travaux antérieurs (Gravé et al, 2020 ;Voss et al, 2013 ;Wanlin et Crahay, 2015). Des emprunts, aux proportions variables, aux deux approches s'observent, en effet, au sein des trois profils.…”

“…Cette approche plus traditionnelle s'explique pour partie par le manque de pratique de la résolution de problèmes dans les classes du primaire (Depaepe et al, 2010 ;Vlassis et al, 2014). Ces observations font écho à l'organisation des croyances en clusters indépendants (Green, 1971) et aux conclusions de plusieurs recherches sur la non-incompatibilité des conceptions traditionnelle et socioconstructiviste (Gravé et al, 2020 ;Wanlin et Crahay, 2015). Ainsi, l'enseignant développerait des clusters de croyances distincts selon l'année d'étude, l'objet mathématique traité, les besoins spécifiques des élèves, etc.…”