« Mythe » : différence entre les versions
(Page créée avec « ["sujet"] Les mythes sur la profession d'enseignant. == Teachers are born not made == * McGee 1985 == Un bon enseignant est un bon chercheur == Voir aussi [[recher... ») |
Aucun résumé des modifications |
||
| Ligne 1 : | Ligne 1 : | ||
[ | [[Catégorie:sujet]] | ||
Les mythes sur la profession d'enseignant. | Les mythes sur la profession d'enseignant. | ||
| Ligne 5 : | Ligne 5 : | ||
== Teachers are born not made == | == Teachers are born not made == | ||
* [[McGee 1985]] | |||
| Ligne 14 : | Ligne 14 : | ||
"Feldman (1987) examined the theoretical bases for believing that re- search and teaching are mutually reinforcing behaviors. Most are ver- sions of Linsky and Straus's (1975) "spillover effect," where, for exam- ple, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feld- man's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of re- search 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 al- located to teaching and time allocated to research." (Fairweather, 2002, p. 29) | "Feldman (1987) examined the theoretical bases for believing that re- search and teaching are mutually reinforcing behaviors. Most are ver- sions of Linsky and Straus's (1975) "spillover effect," where, for exam- ple, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feld- man's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of re- search 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 al- located to teaching and time allocated to research." (Fairweather, 2002, p. 29) | ||
* [[Fairweather 2002]] | |||
* [[Feldman 1987]] | |||
* [[Melland 1996]] | |||
* [[Hattie_Marsh_1996]] | |||
== La pratique suffit à faire un bon enseignant == | == La pratique suffit à faire un bon enseignant == | ||
* [[Marsh_2007]] | |||
Version du 4 décembre 2012 à 10:29
Les mythes sur la profession d'enseignant.
Teachers are born not made
Un bon enseignant est un bon chercheur
Voir aussi recherche.
"Feldman (1987) examined the theoretical bases for believing that re- search and teaching are mutually reinforcing behaviors. Most are ver- sions of Linsky and Straus's (1975) "spillover effect," where, for exam- ple, faculty who conduct research are supposedly more likely to introduce research-based material into their classroom instruction. Feld- man's review of more than 200 research studies found little relationship between student ratings of teaching excellence and various forms of re- search 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 al- located to teaching and time allocated to research." (Fairweather, 2002, p. 29)