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Communication Dans Un Congrès Année : 2008

Collective documentary activity as a mode of teachers’ training: which methodological assistants ?

Résumé

The work presented here focuses on the general theme of teacher training dedicated to ICT integration. We consider like Ruthven (2008) that questioning ICT integration requires to take into account more general resources sets, with a general acceptation of resources including curriculum material (Remillard 2005), but also cultural artifacts (Adler 2000), and to examine their appropriation and transformation by teachers. Our theoretical positioning originates from the instrumental approach, extensively used in mathematical didactics to study learning phenomena in technology-rich environments (Guin et al. 2005) and grounded on cognitive ergonomy (Rabardel 1995). This approach distinguishes an artifact, social and cultural product of human activity, which is available for a given user, and the instrument that s/he develops in integrating it in her/his activity, for a given class of situations, across different contexts. We study here teachers’ documentary work: looking for resources, selecting, designing mathematical tasks, planning their succession, managing the available artifacts, setting it up in classrooms etc. In a perspective inspired by Rabardel’s work, we introduce a distinction between a set of resources and a document developed by a teacher or a group of teachers from this set of resources in the course of documentary activities, for a given professional class of situations, through different contexts. We call this development process a documentary genesis, and consider it as central in the teacher’s professional evolutions and development (Gueudet and Trouche to appear). In this perspective, integrating an ICT tool means to develop a document from a set of resources including this ICT tool. It naturally leads to the idea of grounding teachers’ development programs on design of classrooms sessions by teachers, using sets of resources including ICT tools. This design is indeed likely to provide opportunities for the development of a document, within a genesis process.
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Dates et versions

hal-01567487 , version 1 (24-07-2017)

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  • HAL Id : hal-01567487 , version 1

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Ghislaine Gueudet, Luc Trouche. Collective documentary activity as a mode of teachers’ training: which methodological assistants ? . European Conference on Educational Research, Institutionen för pedagogik och didaktik, Sep 2008, Göteborg, Sweden. ⟨hal-01567487⟩
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