« Mythe » : différence entre les versions
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== Les mythes sur la profession d'enseignant == | == Les mythes sur la profession d'enseignant == | ||
"The willingness and ability of academic institutions to respond effectively to these challenges is influenced by what Clark (1972) calls '''institutional sagas'''. These sagas contain a variety of beliefs or myths that help perpetuate organizational culture by socializing new participants (stu- dents, administrators, and especially the faculty) by establishing norms for their behavior. Among the set of beliefs held by many academic administrators and faculty members about the nature of faculty work and productivity are that (a) teaching, research, and service are activities imbedded in some form within each faculty member's work effort, (b) teaching and research are mutually reinforcing, and as a consequence (c) faculty can simultaneously be productive in teaching and research." ([[Fairweather_2002]] p. 27, citant [[Clark_1972]]). | |||
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Voir aussi [[recherche]]. | Voir aussi [[recherche]]. | ||
"The reality that great researchers typically make great teachers – and that research and teaching are synergetic - is regularly demonstrated by the success of many of Otago’s top researchers in the national tertiary teaching awards." (Harlene Hayne, Vice Chancellor, University of Otago - NZ) http://www.critic.co.nz/news/article/6585/flaws-in-funding-model-incentivises-research-over- | |||
"Writing in School and Society in 1958, George B. Cutten was quite certain from his experiences in academe that "the more research a professor has done, the more books and articles he has written, the better teacher he is supposed to be. But the opposite is more likely to be the case" (p. 372). In direct response to this contention, Lewis Leary (1959), with equal certainty, proclaimed: " (...) The fact is that our best teachers are almost without exception our best scholars .... Scholar- ship is not at a different pole from teaching" (p. 362)." ([[Feldman 1987]], p. 275) | "Writing in School and Society in 1958, George B. Cutten was quite certain from his experiences in academe that "the more research a professor has done, the more books and articles he has written, the better teacher he is supposed to be. But the opposite is more likely to be the case" (p. 372). In direct response to this contention, Lewis Leary (1959), with equal certainty, proclaimed: " (...) The fact is that our best teachers are almost without exception our best scholars .... Scholar- ship is not at a different pole from teaching" (p. 362)." ([[Feldman 1987]], p. 275) | ||
[[Melland 1996]] illustre ces croyances opposées au moyen de cas fictionnels, "Professeur Jones" et "Professeur Smith". [[Nehme_2012]] passe en revue de nombreux modèles classés selon qu'ils postulent un lien positif / un lien négatif / une absence de liens entre recherche et enseignement. | |||
"Feldman (1987) examined the theoretical bases for believing that research and teaching are mutually reinforcing behaviors. Most are versions of Linsky and Straus's (1975) "spillover effect," where, for example, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feldman's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of research productivity (overall correlation coefficient of 0.12). Hattie and Marsh (1996) expanded Feldman's analysis and found an even smaller cross-study correlation (0.06). As I did before them (Fairweather, 1993), Hattie and Marsh found a negative relationship between faculty time allocated to teaching and time allocated to research." (Fairweather, 2002, p. 29) | "Feldman (1987) examined the theoretical bases for believing that research and teaching are mutually reinforcing behaviors. Most are versions of Linsky and Straus's (1975) "spillover effect," where, for example, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feldman's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of research productivity (overall correlation coefficient of 0.12). Hattie and Marsh (1996) expanded Feldman's analysis and found an even smaller cross-study correlation (0.06). As I did before them (Fairweather, 1993), Hattie and Marsh found a negative relationship between faculty time allocated to teaching and time allocated to research." (Fairweather, 2002, p. 29) | ||
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=== L'expérience suffit à faire un bon enseignant === | === L'expérience suffit à faire un bon enseignant === | ||
* Voir [[expérience]] | * Voir [[expérience]] | ||
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== Les mythes sur l'apprentissage == | == Les mythes sur l'apprentissage == | ||
Sur les neuromythes : [[Doudin Tardif 2016]] ch 2 | |||
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=== Pyramide / cone de Dale === | |||
* [[Letrud_2012]] | |||
* [[Masters_2013]] | |||
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Voir aussi Steve Masson, "Mieux connaître le cerveau peut-il vraiment nous aider à mieux enseigner?" - https://www.youtube.com/watch?v=V8Xjbb1CWVE | Voir aussi Steve Masson, "Mieux connaître le cerveau peut-il vraiment nous aider à mieux enseigner?" - https://www.youtube.com/watch?v=V8Xjbb1CWVE | ||
* Voir [[Geake_2008]] | * Voir [[Geake_2008]] | ||
* Voir [[Doudin Tardif 2016]] ch 3 | |||
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=== Cerveau gauche, cerveau droit === | === Cerveau gauche, cerveau droit === | ||
* Voir [[Geake_2008]] | * Voir [[Geake_2008]] | ||
* Voir Brockman, J. (dir.) (2015). This Idea Must Die : Scientific Theories That Are Blocking Progress. New York : HarperCollins. (contribution de Stephen M. Kosslyn sur l'hémisphère gauche/droit). | |||
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=== Intelligences multiples === | === Intelligences multiples === | ||
* Voir [[Geake_2008]] | * Voir [[Geake_2008]] | ||
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=== Evaluation de l'enseignement === | === Evaluation de l'enseignement === | ||
* [[Lanarès Rigaud et al 2009]] | * [[Lanarès Rigaud et al 2009]] | ||
* [[Aleamoni_1999]] | |||
* [[Benton_Ryalls_2016]] | |||
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Dernière version du 14 avril 2018 à 09:19
Les mythes sur la profession d'enseignant
"The willingness and ability of academic institutions to respond effectively to these challenges is influenced by what Clark (1972) calls institutional sagas. These sagas contain a variety of beliefs or myths that help perpetuate organizational culture by socializing new participants (stu- dents, administrators, and especially the faculty) by establishing norms for their behavior. Among the set of beliefs held by many academic administrators and faculty members about the nature of faculty work and productivity are that (a) teaching, research, and service are activities imbedded in some form within each faculty member's work effort, (b) teaching and research are mutually reinforcing, and as a consequence (c) faculty can simultaneously be productive in teaching and research." (Fairweather_2002 p. 27, citant Clark_1972).
Teachers are born not made
- McGee 1985
- Voir aussi charisme
Un bon enseignant est un bon chercheur
Voir aussi recherche.
"The reality that great researchers typically make great teachers – and that research and teaching are synergetic - is regularly demonstrated by the success of many of Otago’s top researchers in the national tertiary teaching awards." (Harlene Hayne, Vice Chancellor, University of Otago - NZ) http://www.critic.co.nz/news/article/6585/flaws-in-funding-model-incentivises-research-over-
"Writing in School and Society in 1958, George B. Cutten was quite certain from his experiences in academe that "the more research a professor has done, the more books and articles he has written, the better teacher he is supposed to be. But the opposite is more likely to be the case" (p. 372). In direct response to this contention, Lewis Leary (1959), with equal certainty, proclaimed: " (...) The fact is that our best teachers are almost without exception our best scholars .... Scholar- ship is not at a different pole from teaching" (p. 362)." (Feldman 1987, p. 275)
Melland 1996 illustre ces croyances opposées au moyen de cas fictionnels, "Professeur Jones" et "Professeur Smith". Nehme_2012 passe en revue de nombreux modèles classés selon qu'ils postulent un lien positif / un lien négatif / une absence de liens entre recherche et enseignement.
"Feldman (1987) examined the theoretical bases for believing that research and teaching are mutually reinforcing behaviors. Most are versions of Linsky and Straus's (1975) "spillover effect," where, for example, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feldman's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of research productivity (overall correlation coefficient of 0.12). Hattie and Marsh (1996) expanded Feldman's analysis and found an even smaller cross-study correlation (0.06). As I did before them (Fairweather, 1993), Hattie and Marsh found a negative relationship between faculty time allocated to teaching and time allocated to research." (Fairweather, 2002, p. 29)
L'expérience suffit à faire un bon enseignant
- Voir expérience
Les mythes sur l'apprentissage
Sur les neuromythes : Doudin Tardif 2016 ch 2
Pyramide / cone de Dale
Styles d'apprentissage
Voir aussi Steve Masson, "Mieux connaître le cerveau peut-il vraiment nous aider à mieux enseigner?" - https://www.youtube.com/watch?v=V8Xjbb1CWVE
- Voir Geake_2008
- Voir Doudin Tardif 2016 ch 3
Cerveau gauche, cerveau droit
- Voir Geake_2008
- Voir Brockman, J. (dir.) (2015). This Idea Must Die : Scientific Theories That Are Blocking Progress. New York : HarperCollins. (contribution de Stephen M. Kosslyn sur l'hémisphère gauche/droit).
Intelligences multiples
- Voir Geake_2008
Evaluation de l'enseignement