Croyances Énoncées Vs Croyances Mises en Pratique : Un Regard sur les Croyances Pédagogiques des Professeurs en Formation par le biais de l'Interaction en Classe
DOI :
https://doi.org/10.17533/udea.ikala.15013Mots-clés :
formation des enseignants, croyances, interaction en classeRésumé
Cet article explore la relation entre les savoirs pédagogiques et leur pratique en classe. Deux enseignants de langues étrangères en formation initiale à l'école primaire au cours de la dernière année de formation des enseignants ont participé à la recherche. Les entretiens et les observations en classe ont été utilisées comme méthodes de collecte de données, tandis que l'analyse du contenu a constitué l'approche analytique. Il est soutenu dans cet article que la comparaison entre les croyances pédagogiques soulevées (telles qu'elles se manifestent dans l'entretien) et la manière dont elles se matérialisent (telles qu'elles sont articulées dans l'interaction en classe), permettent de mieux comprendre la relation entre les croyances et la pratique de l'enseignement. Bien que les résultats suggèrent d'importantes relations de cohérence entre les croyances et l'action enseignante, il existe également des preuves de relations incongrues.
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