L’agir enseignant vu par des collégiens : entre doxas et expertise
This article is based on a survey of thirty students of “quatrième” who were asked to analyze the teachers’ performance after watching two video sequences showing the teachers working with different success in the same class of « troisième ». An analysis of the students’ interviews in relation to th...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2017-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/2987 |
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| _version_ | 1841548455551434752 |
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| author | Audrey Boulin Marie-Sylvie Claude |
| author_facet | Audrey Boulin Marie-Sylvie Claude |
| author_sort | Audrey Boulin |
| collection | DOAJ |
| description | This article is based on a survey of thirty students of “quatrième” who were asked to analyze the teachers’ performance after watching two video sequences showing the teachers working with different success in the same class of « troisième ». An analysis of the students’ interviews in relation to the “multi-agenda” of the teachers (as defined by Dominique Bucheton and his team), revealed three types of teaching analysis whether or not the surveyed students were working in the four categories of Bucheton’s model and whether or not they took into account what the filmed students learned with the teachers. The study suggests that while college students are adept at analyzing teachers’ filmed performance, the forms of assessment they use to do so are clearly differentiated. |
| format | Article |
| id | doaj-art-17c7450f0df4402fbe1b5265b94668e7 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2017-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-17c7450f0df4402fbe1b5265b94668e72025-01-10T14:05:36ZfraNantes UniversitéRecherches en Éducation1954-30772017-06-012910.4000/ree.2987L’agir enseignant vu par des collégiens : entre doxas et expertiseAudrey BoulinMarie-Sylvie ClaudeThis article is based on a survey of thirty students of “quatrième” who were asked to analyze the teachers’ performance after watching two video sequences showing the teachers working with different success in the same class of « troisième ». An analysis of the students’ interviews in relation to the “multi-agenda” of the teachers (as defined by Dominique Bucheton and his team), revealed three types of teaching analysis whether or not the surveyed students were working in the four categories of Bucheton’s model and whether or not they took into account what the filmed students learned with the teachers. The study suggests that while college students are adept at analyzing teachers’ filmed performance, the forms of assessment they use to do so are clearly differentiated.https://journals.openedition.org/ree/2987systems assessment |
| spellingShingle | Audrey Boulin Marie-Sylvie Claude L’agir enseignant vu par des collégiens : entre doxas et expertise Recherches en Éducation systems assessment |
| title | L’agir enseignant vu par des collégiens : entre doxas et expertise |
| title_full | L’agir enseignant vu par des collégiens : entre doxas et expertise |
| title_fullStr | L’agir enseignant vu par des collégiens : entre doxas et expertise |
| title_full_unstemmed | L’agir enseignant vu par des collégiens : entre doxas et expertise |
| title_short | L’agir enseignant vu par des collégiens : entre doxas et expertise |
| title_sort | l agir enseignant vu par des collegiens entre doxas et expertise |
| topic | systems assessment |
| url | https://journals.openedition.org/ree/2987 |
| work_keys_str_mv | AT audreyboulin lagirenseignantvupardescollegiensentredoxasetexpertise AT mariesylvieclaude lagirenseignantvupardescollegiensentredoxasetexpertise |