« Mythe » : différence entre les versions
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Les mythes sur la profession d'enseignant | == Les mythes sur la profession d'enseignant == | ||
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== Teachers are born not made == | === Teachers are born not made === | ||
* [[McGee 1985]] | * [[McGee 1985]] | ||
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== Un bon enseignant est un bon chercheur == | === Un bon enseignant est un bon chercheur === | ||
Voir aussi [[recherche]]. | Voir aussi [[recherche]]. | ||
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== La pratique suffit à faire un bon enseignant == | === La pratique suffit à faire un bon enseignant === | ||
* [[Marsh_2007]] | * [[Marsh_2007]] | ||
== Les mythes sur l'apprentissage == | |||
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=== Styles d'apprentissage === | |||
* Voir [[Geake_2008]] | |||
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=== Cerveau gauche, cerveau droit === | |||
* Voir [[Geake_2008]] | |||
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=== Intelligences multiples === | |||
* Voir [[Geake_2008]] | |||
Version du 4 avril 2013 à 10:01
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 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)
La pratique suffit à faire un bon enseignant
Les mythes sur l'apprentissage
Styles d'apprentissage
- Voir Geake_2008
Cerveau gauche, cerveau droit
- Voir Geake_2008
Intelligences multiples
- Voir Geake_2008