Les représentations mentales d'enseignants universitaires en contexte de formation pédagogique
|Abstract:||This study examines how two university teachers are constructing and coconstructing a more coherent mental representation of teaching and learning as well as the strategies these teachers are deploying to learn in depth (Bart, 2004) concepts, in a context of pedagogical training. For this reason, they were provided with a coherent set of concepts, in the form of a set of "playing cards, ” to facilitate the development of their mental models. They were able to conceive networks of concepts (Hyerle 2009, Savard 2014) that are conducive to schematizing their thinking and communicating it clearly. In particular, the study seeks to identify the concepts that seem essential to them, the relations that they make between these concepts, and the way in which these concepts are defined, their capacity to give examples or counter-examples and to transfer these concepts in other domains. The research also questions how these models evolve during the training to constitute a coherent strategy. The main results reveal that teachers consider concepts relevant by creating links supported by their professional and life experience. This experiential foundation is at the root of the strategies they use to appropriate concepts in depth. In addition, it appears that teachers construct a sequence of representations of teaching and learning that evolve consistently in the course of training.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||29 April 2020|
|Collection:||Thèses et mémoires|
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