La différenciation didactique passive : un essai de définition et d’illustration

Abstract

In this paper we first make some considerations on the notion of scientific model. Against this background, we recontextualize the notion of Expected Performance Distance (Maurice, 2007), by relating this concept to some theoretical qualitative speculations (Hacking, 1989) produced in the Joint Action Theory in Didactics. In doing that, we try to establish a dialectic relationship between some qualitative notions and their mathematical articulation (Hacking, 1989). Then we propose the notion of Didactic Passive Differentiation, in order to understand and categorize the creation of heterogeneity we think at the core of the didactic process. In the last part of the paper, we try to delineate some crucial stakes of this study, according to the teacher’s efficiency and equity, from the comparative didactics viewpoint.

Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo

“…This work was conducted in different theoretical fields. Some works based on "product-research" paradigms have made it possible to analyze the correlations between the behavior of teachers in binary (teacher-knowledge) interaction, in ternary interaction (teacher-pupil-knowledge) and the resulting behaviors (between the interactants), their knowledge and motivation (product) [7]. Other studies, based on methodological approaches, have identified novice and expert teachers [8].…”

“…They aim to highlight the processes underlying teaching. It is an epistemology of the action according to which the disposition to act of humans is not only underlying, but encompasses or is situated on the register of the relation between the individual and the medium [7]. In physical education and sport, such a model was tested in France by Durand [9].…”