Les effets du travail collectif entre enseignants et chercheurs : une étude de cas en anglais

Quéré, Nolwenn

doi:10.4000/ree.701

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…In terms of education levels they now range from preschool (Besnier & Gueudet 2016) to university (Gueudet 2017;Kock & Pepin, 2018), and also include the work of teacher educators with resources (Psycharis & Kalogeria 2018). In terms of disciplines, the documentational approach has been used in experimental sciences like physics and chemistry (Hammoud 2012), and also in language education (Quéré 2019). What are the specificities of teachers' documentation work and documentation systems in these new contexts?…”

Section: Perspectives For Further Evolutionsmentioning

confidence: 99%

Documentational Approach to Didactics

Trouche

Gueudet

Pepin

2018

Encyclopedia of Mathematics Education

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The documentational approach to didactics is a theory in mathematics education. Its first aim is to understand teachers' professional development by studying their interactions with the resources they use and design in/for their teaching. In this text we briefly describe the emergence of the approach, its theoretical sources, its main concepts and the associated methodology. We illustrate these aspects with examples from different research projects. This synthetic presentation is written for researchers, but also for non-specialists (e.g. master students) interested in a first discovery of the documentational approach.

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Section: Perspectives For Further Evolutionsmentioning

confidence: 99%

Documentational Approach to Didactics

Trouche

Gueudet

Pepin

2018

Encyclopedia of Mathematics Education

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Collective design as a support for professional development: a case study

Quéré

2020

CALL for Widening Participation: Short Papers From EUROCALL 2020

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Integrating digital resources into teachers’ practice requires, notably, the availability of resources offering flexibility of use (Morgan, 1990) and proximity to teachers’ schemes (Crisan, Lerman, & Winbourne, 2007). Collective designing and sharing of these resources can facilitate this integration and contribute to teachers’ professional development (Quéré, 2019). The e-FRAN IDEE research group work looks at the cooperation between teachers and researchers jointly designing a digital resource to teach English. The aim of this paper is to observe a part of cooperation on one teacher’s professional development. In this case study, I show that the interactions between teachers in the group, Ginger and Val, lead to the discovery of new resources, and working with the latter foster new knowledge.

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Les effets du travail collectif entre enseignants et chercheurs : une étude de cas en anglais

Cited by 2 publications

References 7 publications

Documentational Approach to Didactics

Documentational Approach to Didactics

Collective design as a support for professional development: a case study

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