Mythe
Les mythes sur la profession d'enseignant
Teachers are born not made
Un bon enseignant est un bon chercheur
Voir aussi recherche.
"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)
"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 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
Cerveau gauche, cerveau droit
- Voir Geake_2008
Intelligences multiples
- Voir Geake_2008
Evaluation de l'enseignement