Illustration de l’articulation croyances-pratiques chez deux enseignantes débutantes de sciences naturelles (notice n° 781726)
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| fixed length control field | 03690cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123112530.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Therriault, Geneviève |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Illustration de l’articulation croyances-pratiques chez deux enseignantes débutantes de sciences naturelles |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 68 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article présente les assises d’une recherche autour de laquelle d’autres contributions de ce numéro se structurent. Il découle d’une étude plus vaste visant à soutenir le développement professionnel des enseignants débutants au regard de leur épistémologie personnelle. La piste de l’articulation entre les croyances et les pratiques dans la formation continue y est explorée, une avenue encore peu empruntée par la recherche, particulièrement au Québec, où les travaux ont plus souvent porté sur les enseignants en formation initiale. Les études antérieures repérées mettent en évidence des incohérences importantes entre les croyances (épistémologiques et pédagogiques) exprimées et les pratiques enseignantes effectives, concepts pivots de notre démarche. Ces éléments seront explicités et illustrés dans cet article à l’aide des portraits de deux enseignantes de sciences naturelles (SN) au secondaire offrant un regard particulier sur les tensions présentes dans les articulations croyances-pratiques. Ces deux portraits sont élaborés à partir de données qualitatives tirées d’entretiens d’explicitation, d’où ressortent des ressemblances et dissemblances au regard de la question étudiée. Des pistes pour l’accompagnement d’enseignants débutants dans la résolution de ces tensions sont proposées en conclusion. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article presents the foundation of research around which other contributions in this issue are structured. It follows from a larger study aimed at supporting the professional development of beginning teachers with respect to their personal epistemology. The study explores the link between beliefs and practices in continuing education. It is an avenue that is still little used in research, particularly in Quebec, where research has focused more often on pre-service teachers. Previous studies identified highlight inconsistencies between expressed beliefs (epistemological and pedagogical) and actual teaching practices. These concepts that are central to our approach. They will be clarified and illustrated in this article with the help of portraits of two high school natural science (NS) teachers offering a particular look at the tensions present in the belief-practice articulations. These two portraits are elaborated mostly from qualitative data drawn from explanatory interviews, from which similarities and dissimilarities emerge with regard to the question studied. The article conclude with suggestions for accompanying beginning teachers in resolving these tensions. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignants débutants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Accompagnement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Articulation croyances-pratiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignement des sciences naturelles (SN) |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Niveau secondaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Articulation between beliefs and practices |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Accompaniment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Beginning teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Secondary level |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Science education |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Vivegnis, Isabelle |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Morin, Émilie |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Charland, Patrick |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Araújo-Oliveira, Anderson |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 10 | 2 | 2021-09-20 | p. 24-47 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2021-2-page-24?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2021-2-page-24?lang=fr&redirect-ssocas=7080</a> |
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