Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants

In French higher education, the relevance of lectures is regularly a subject of debate, especially with regard to the teaching practices implemented in this teaching environment. While research has repeatedly focused on this type of teaching method, few studies have attempted to describe the interac...

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Main Authors: Julien Berthaud, Amélie Duguet
Format: Article
Language:fra
Published: Presses universitaires de la Méditerranée 2022-03-01
Series:Éducation et Socialisation
Subjects:
Online Access:https://journals.openedition.org/edso/17865
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author Julien Berthaud
Amélie Duguet
author_facet Julien Berthaud
Amélie Duguet
author_sort Julien Berthaud
collection DOAJ
description In French higher education, the relevance of lectures is regularly a subject of debate, especially with regard to the teaching practices implemented in this teaching environment. While research has repeatedly focused on this type of teaching method, few studies have attempted to describe the interactional practices of teachers during lectures empirically, or to identify the factors that influence these practices. Based on data collected among 276 teachers at a French university, this article aims to describe the nature of these practices but also the links that they have with individual and contextual factors, among which the transversal skills of teachers are considered. Specifically, our results lead to reconsider the idea according to which lectures hinder any form of teacher-students interaction.
format Article
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institution Kabale University
issn 2271-6092
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publisher Presses universitaires de la Méditerranée
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series Éducation et Socialisation
spelling doaj-art-0f18a4fc504541d0afaf295694e56d2c2025-01-30T13:39:11ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922022-03-016310.4000/edso.17865Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignantsJulien BerthaudAmélie DuguetIn French higher education, the relevance of lectures is regularly a subject of debate, especially with regard to the teaching practices implemented in this teaching environment. While research has repeatedly focused on this type of teaching method, few studies have attempted to describe the interactional practices of teachers during lectures empirically, or to identify the factors that influence these practices. Based on data collected among 276 teachers at a French university, this article aims to describe the nature of these practices but also the links that they have with individual and contextual factors, among which the transversal skills of teachers are considered. Specifically, our results lead to reconsider the idea according to which lectures hinder any form of teacher-students interaction.https://journals.openedition.org/edso/17865higher educationTeaching practicesuniversity lecturesteacher-students interactions
spellingShingle Julien Berthaud
Amélie Duguet
Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
Éducation et Socialisation
higher education
Teaching practices
university lectures
teacher-students interactions
title Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
title_full Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
title_fullStr Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
title_full_unstemmed Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
title_short Interactions verbales enseignants-étudiants en cours magistral et compétences transversales des enseignants
title_sort interactions verbales enseignants etudiants en cours magistral et competences transversales des enseignants
topic higher education
Teaching practices
university lectures
teacher-students interactions
url https://journals.openedition.org/edso/17865
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AT amelieduguet interactionsverbalesenseignantsetudiantsencoursmagistraletcompetencestransversalesdesenseignants