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Dans cet article est présentée une discussion sur la question des relations entre recherche et formation des enseignants en didactique de sciences. Le cercle en expansion « enseignement – formation des enseignants – didactique des sciences – recherche » produit d’une façon continue des mêmes problèmes adaptés à l’époque et aux contextes des systèmes éducatifs divers. Comme problèmes primordiaux et intemporels se posent ici les rôles des enseignants et des chercheurs dans ce cercle. In this article, a discussion on the question of the relationship between research and teachers training in science education is presented. The expanding circle “teaching – teachers training – science education – research” product on an ongoing basis the same problems adapted at the time and the contexts of the various educational systems. As essential and timeless problems are raised here the roles of teachers and researchers in this circle.
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Cet article porte sur l'integration des savoirs de recherche dans la formation des maitres ; il interroge la reception et les reinterpretations de ces savoirs en contexte, a partir d'un dispositif experimental. Cette recherche se fonde, d'une part sur le cadre theorique des 'gestes professionnels' (elabore par l'ERTe 40, IUFM de Montpellier) et, d'autre part, sur un outil informatique d'aide a la formation, 'l'Agir enseignant', elabore a partir de ce modele. Apres une presentation du cadre theorique et du contexte, l'analyse des donnees experimentales apporte un eclairage sur le jeu interactif des savoirs en formation. Nous examinons notamment, la facon dont ces savoirs ont ete apprehendes, construits, confrontes, redefinis dans chacune des pratiques discursives et nous presentons les premiers ressentis de stagiaires face a une application informatique d'aide a la formation des enseignants.
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European Scientific Journal
PLACE DE LA DÉMARCHE D’INVESTIGATION DANS L’ENSEIGNEMENT DES SCIENCES DE LA VIE ET DE LA TERRE AUX COLLÈGES2014 •
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