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Communication Dans Un Congrès Année : 2017

PROFESSIONAL IDENTITY OF CHEMISTRY UNIVERSITY ACADEMICS

Résumé

Nowadays in France, more trainings regarding "university pedagogy" are intended for teacher-researchers (TR), but very few studies are concerned in how they are absorbed by the TR. In fact, TR expectations from students of the secondary level education are also rarely studied. As a first approach to these general questions, our objective is to know better the community of the teacher-researchers of chemistry. This paper is part of a group work project on four disciplines representing chemistry, geography, mathematics, and physics in our laboratory. For this purpose, we propose to give some elements of reflection around the following questions: - How does the discipline of teacher-researchers mark their practice? -What is the imprint of the profession of researcher on the teaching profession? Our questioning is structured around the notion of professional identity, the dimensions which enable us to take into consideration what constitutes the core of TR's discipline (de Hosson & al., 2015). This identity has been developed according to various axes such as: rules which govern their profession, qualities and skills for the practice, values of the profession, as well as a didactic axis, dealing specifically with chemistry teaching (Cattonar, 2001). Therefore, we will try to give the results of the analysis of interviews conducted from 14 chemistry TR from two universities in France like de Hosson & al. (2015). We will link them to problems related to the epistemology of the disciplines, to tensions in the profession or to didactic elements.
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hal-01861025 , version 1 (24-08-2018)

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  • HAL Id : hal-01861025 , version 1

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Rita Khanfour-Armalé. PROFESSIONAL IDENTITY OF CHEMISTRY UNIVERSITY ACADEMICS. ESERA 2017 Conference, Aug 2017, Dublin, Ireland. ⟨hal-01861025⟩
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