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Effets d’une formation en démarche d’investigation sur les pratiques enseignantes : cas des enseignants tunisiens de physique

Abstract : This study, which is involved in improving the researches about teaching practices, aims at examining to what extent the training of the physics teachers in the Tunisian context and concerning sciences based on investigation, contributes in boosting teachers’ practice.As a theoretical framework we choosed to adopt a double approach didactic and ergonomic (Robert and Rogalski, 2002).Ail the data was gathered from TP papers, lesson’s supervision and samples of interviews.In this paper we represent an analysis for two practices of two teachers of physics. In the first part our analysis is based on cognitive dimension focusing on projects in order to rebuild the cognitive way implemented by the teacher. In the second part our analysis is based on meditative dimension that allows us give instructions about the co-teaching observed by the teachers, the tasks that can be added and the necessary teaching skills.The third part is devoted to personal, institutional and social dimensions in order to trace background the teacher’s practices.After gathering all the data, from different lessons, we noticed that teachers are guided by the logic of activities with relation with the type of the lesson so that teachers’ practices are characterized by certain variabilites and that is due to their training in type approaches investigation.
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Jaafar Slimi. Effets d’une formation en démarche d’investigation sur les pratiques enseignantes : cas des enseignants tunisiens de physique. Education. Université de Bretagne occidentale - Brest; Université virtuelle de Tunis, 2019. Français. ⟨NNT : 2019BRES0073⟩. ⟨tel-02614098⟩

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