Problème professionnel et construction de l’identité professionnelle enseignante (notice n° 999705)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02914cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125133625.0 |
| 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 | Auxire, Nathalie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Problème professionnel et construction de l’identité professionnelle enseignante |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 25 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Nous montrons comment enseigner de façon informelle des notions mathématiques dans une discipline technologique à des élèves en difficulté en mathématiques, participe à l’identité professionnelle de l’enseignant (i.p.e.). L’i.p.e. est vue comme processus subjectif de régulation entre la représentation de soi-même et le contexte socio-professionnel où l’on se sait agir, ici la filière productique usinage en lycée professionnel. L’analyse de discours (ethos, schéma de discours, lexique) révèle, d’une part, l’interprétation située qu’un enseignant construit de ses pratiques routinières, des objets mathématiques qu’il enseigne dans sa discipline, de la relation de ses élèves aux mathématiques et, d’autre part, le rôle qu’il s’autorise pour mener un enseignement pour lequel il n’est institutionnellement ni désigné, ni préparé. Enfin, nous questionnons la pertinence de la méthode d’analyse de discours pour étudier l’inter-variabilité ou la variabilité des pratiques enseignantes. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | We show how teaching applied mathematics in an informal manner to challenged students in a non-mathematic class contributes to building teaching professional identity (t.p.i). T.p.i. is deemed as a subjective and continuous process to balance one’s own self representation with respect to one’s own socio-professional environment, here computer-integrated manufacturing program in french vocational high school. Discourse analysis (ethos, narrative, lexicon) shows teacher’s interpretations of personal or external aspects: pieces of biography, daily routines, mathematics useful to the subject he is responsible for, students’ relationship to mathematics and the role he assigns to himself in order to cope with mathematics without any professional training or official title. Last, we wonder in what extent discourse analysis is suitable to study inter-variability or variability of teaching practices. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | discipline |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignement des mathématiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | lycée professionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | identité professionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | analyse de discours |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | discourse analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | vocational high school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | subject |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional identity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching mathematics |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Spirale - Revue de recherches en éducation | 59 | 1 | 2017-03-01 | p. 137-150 | 0994-3722 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2017-1-page-137?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2017-1-page-137?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux