« McGee 1985 » : différence entre les versions
(Page créée avec « Catégorie:article <!-- La catégorie article est une sous-catégorie de référence. Elle inclut les articles publiés dans des revues ou des journaux.--> = Lies We Li... ») |
m (→4. Abstract) |
||
| (2 versions intermédiaires par 2 utilisateurs non affichées) | |||
| Ligne 9 : | Ligne 9 : | ||
== 1. Références == | == 1. Références == | ||
* '''Référence complète APA''' : | * '''Référence complète APA''' : McGee, R. (1985). Lies We Live by: Some Academic Myths and Their Functions. Teaching Sociology, Vol. 12, No. 4. (Jul., 1985), pp. 477-490. | ||
<!-- Rappel de la syntaxe : | <!-- Rappel de la syntaxe : | ||
* Auteur, A. A., Auteur, B. B., & Auteur, C. C. (Année). Titre de l'article. Titre du périodique, volume(numéro), page de début - page de fin. | * Auteur, A. A., Auteur, B. B., & Auteur, C. C. (Année). Titre de l'article. Titre du périodique, volume(numéro), page de début - page de fin. | ||
| Ligne 49 : | Ligne 49 : | ||
This article addresses seven beliefs about college reaching prevalent among academic people, arguing that all are myths: | This article addresses seven beliefs about college reaching prevalent among academic people, arguing that all are myths: | ||
* (1) We are a self-governing community of scholars; | * (1) We are a self-governing community of scholars (liberté académique); | ||
* (2) It is impossible to teach people to teach; | * (2) It is impossible to teach people to teach; | ||
* (3) It is impossible to define good teaching; | * (3) It is impossible to define good teaching; | ||
* (4) It is impossible to measure or evaluate teaching ([ | * (4) It is impossible to measure or evaluate teaching ([[évaluation de l'enseignement]]); | ||
* (5) Classroom observation of reaching is an infringement upon academic freedom [ | * (5) Classroom observation of reaching is an infringement upon academic freedom ([[liberté académique]]); | ||
* (6) Student evaluation of teaching is useless and/or meaningless ([ | * (6) Student evaluation of teaching is useless and/or meaningless ([[évaluation de l'enseignement]]); | ||
* (7) Undergraduate srudents, or least, are generally stupid and unmotivated. | * (7) Undergraduate srudents, or least, are generally stupid and unmotivated. | ||
Analysis of these beliefs, all of which are demonstrably untrue, suggests that we maintain them for self- | Analysis of these beliefs, all of which are demonstrably untrue, suggests that we maintain them for self-serving purposes: to define ourselves into a status and reward-bearing social category in which most of us probably do not belong; to free us from all accountability for classroom performance, and to rationalize laziness and irresponsibility in teaching. The article closes with some suggestions for rectifying the situarion. | ||
classroom performance, and to rationalize laziness and irresponsibility in teaching. The article closes with some suggestions for rectifying the situarion. | |||
<br> | <br> | ||
== 5. Résumé (facultatif) == | == 5. Résumé (facultatif) == | ||
<!-- Entrer ici un résumé personnel de l'article (facultatif) --> | <!-- Entrer ici un résumé personnel de l'article (facultatif) --> | ||
Dernière version du 27 juillet 2015 à 15:06
Lies We Live by: Some Academic Myths and Their Functions
1. Références
- Référence complète APA : McGee, R. (1985). Lies We Live by: Some Academic Myths and Their Functions. Teaching Sociology, Vol. 12, No. 4. (Jul., 1985), pp. 477-490.
- Auteur(s) : Reece McGee
- Revue : Teaching Sociology
2. Copies
- Copie en ligne : http://www.jstor.org/stable/1318068
- Copie locale : Fichier:McGee 1985.pdf
- Copie physique :
3. Mots-clés
4. Abstract
This article addresses seven beliefs about college reaching prevalent among academic people, arguing that all are myths:
- (1) We are a self-governing community of scholars (liberté académique);
- (2) It is impossible to teach people to teach;
- (3) It is impossible to define good teaching;
- (4) It is impossible to measure or evaluate teaching (évaluation de l'enseignement);
- (5) Classroom observation of reaching is an infringement upon academic freedom (liberté académique);
- (6) Student evaluation of teaching is useless and/or meaningless (évaluation de l'enseignement);
- (7) Undergraduate srudents, or least, are generally stupid and unmotivated.
Analysis of these beliefs, all of which are demonstrably untrue, suggests that we maintain them for self-serving purposes: to define ourselves into a status and reward-bearing social category in which most of us probably do not belong; to free us from all accountability for classroom performance, and to rationalize laziness and irresponsibility in teaching. The article closes with some suggestions for rectifying the situarion.