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Les connaissances professionnelles de l'enseignant : reconstruction a partir d'un corpus vidéo de situations de classe de chimie

Abstract : Our research deals with the professional knowledge of teachers implemented during teaching. We studied this knowledge from the action of the teacher in his/her class. Our theoretical framework approach articulates pedagogical content knowledge theory, the joint action theory and the activity theory.One of our main outcomes is the development of a method for the analysis of video data. This method allows us to reconstruct the professional knowledge implemented by the teacher from the action when s/he answers pupil questions. This method involves two levels of analysis: the first level is based on the use of keywords enabling us to characterize the situation as well as the context. This characterization participates in a process of inference of the professional knowledge implemented by the teacher. The second level of analysis, based on the use of Implicative Statistical Analysis, allows us to draw recurring behaviours according to the situation or the context. These links, between behaviour and characteristics of the situation and the context, made possible the reconstruction of implemented professional knowledge.This method of analysis enabled us to portray the professional knowledge implemented during chemistry teaching at grade 12. We noticed that a large variety of knowledge was implemented when the observed teacher answered pupil questions. Furthermore this knowledge is dependent on the situation and on the context.
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https://tel.archives-ouvertes.fr/tel-00995408
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Submitted on : Friday, May 23, 2014 - 11:48:39 AM
Last modification on : Tuesday, May 12, 2020 - 3:56:12 PM
Long-term archiving on: : Monday, August 25, 2014 - 11:00:25 AM

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David Cross. Les connaissances professionnelles de l'enseignant : reconstruction a partir d'un corpus vidéo de situations de classe de chimie. Education. Université Lumière - Lyon II, 2009. Français. ⟨tel-00995408⟩

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