Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action
This study presents the results of an action-research project conducted at the University of Poitiers, with the aim to provide pedagogical support for teaching practices that encourage students’ note-taking. The research-action involved a reflective approach by the lecturer based on the results of a...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-07-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/4801 |
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| _version_ | 1841546587185086464 |
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| author | Arber Shtembari Guillaume Gimenes Nicolas Epinoux Sophie Haller Thierry Olive |
| author_facet | Arber Shtembari Guillaume Gimenes Nicolas Epinoux Sophie Haller Thierry Olive |
| author_sort | Arber Shtembari |
| collection | DOAJ |
| description | This study presents the results of an action-research project conducted at the University of Poitiers, with the aim to provide pedagogical support for teaching practices that encourage students’ note-taking. The research-action involved a reflective approach by the lecturer based on the results of a questionnaire on note-taking measuring teaching practices. This innovative questionnaire was the central instrument of the support process, making it possible to compare the views of the lecturer and his or her students. The first part of the questionnaire provides information on the teaching methods used by the lecturer during the course; the second part asks the students about their feelings regarding their ability to take notes during a lecture. The pedagogical support contributed in particular to the increase of the lecturer’s awareness of certain aspects of his communication during the lecture by enabling him to implement pedagogical methods that encourage his students to take notes. Following this support, the students expressed, through their answers to the questionnaire, that the teacher's new teaching practices had improved their note-taking. |
| format | Article |
| id | doaj-art-7c915cee014a415da5bf3e4c39273591 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2023-07-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-7c915cee014a415da5bf3e4c392735912025-01-10T16:18:36ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-07-013910.4000/ripes.4801Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-actionArber ShtembariGuillaume GimenesNicolas EpinouxSophie HallerThierry OliveThis study presents the results of an action-research project conducted at the University of Poitiers, with the aim to provide pedagogical support for teaching practices that encourage students’ note-taking. The research-action involved a reflective approach by the lecturer based on the results of a questionnaire on note-taking measuring teaching practices. This innovative questionnaire was the central instrument of the support process, making it possible to compare the views of the lecturer and his or her students. The first part of the questionnaire provides information on the teaching methods used by the lecturer during the course; the second part asks the students about their feelings regarding their ability to take notes during a lecture. The pedagogical support contributed in particular to the increase of the lecturer’s awareness of certain aspects of his communication during the lecture by enabling him to implement pedagogical methods that encourage his students to take notes. Following this support, the students expressed, through their answers to the questionnaire, that the teacher's new teaching practices had improved their note-taking.https://journals.openedition.org/ripes/4801recherche-actionprise de notespratiques pédagogiquesréflexivité pédagogique |
| spellingShingle | Arber Shtembari Guillaume Gimenes Nicolas Epinoux Sophie Haller Thierry Olive Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action Revue Internationale de Pédagogie de l’Enseignement Supérieur recherche-action prise de notes pratiques pédagogiques réflexivité pédagogique |
| title | Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action |
| title_full | Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action |
| title_fullStr | Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action |
| title_full_unstemmed | Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action |
| title_short | Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action |
| title_sort | ameliorer les pratiques d enseignement pour favoriser la prise de notes des etudiants un accompagnement pedagogique par la recherche action |
| topic | recherche-action prise de notes pratiques pédagogiques réflexivité pédagogique |
| url | https://journals.openedition.org/ripes/4801 |
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