La métaphore conceptuelle des enseignants en formation sur le processus de planification de l’enseignement
DOI :
https://doi.org/10.17533/udea.ikala.v23n01a06Mots-clés :
métaphore conceptuelle, étudiants en pédagogie, planification de l’enseignement, analyse de contenu, Linguistique CognitiveRésumé
L’objectif de cette recherche qualitative est d'analyser les conceptualisations de futurs enseignants en ce qui concerne la planification de l'enseignement. Le cadre théorique est la métaphore conceptuelle, telle qu'elle est comprise dans la Linguistique Cognitive. Un instrument sous la forme d'entrées écrites a été développé pour encourager la production d'expressions métaphoriques. L'instrument a été appliqué à 125 étudiants de 5e année en formation pédagogique en anglais de trois universités chiliennes. Les résultats ont été analysés par une analyse du contenu de la métaphore. Six catégories de métaphores conceptuelles ont été obtenues qui configurent principalement la planification de l'enseignement comme une aide au processus d'enseignement et d'apprentissage.
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