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This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy. The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization. The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that…mehr
This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy. The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization. The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities. The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.
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Stéphanie Bridoux is a lecturer in mathematics at the Université de Mons, Belgium. She is a member of the Laboratoire de Didactique André Revuz (EA 4434) where she is co-leader (with Nicolas Grenier-Boley) of the working group "Teachers in higher education". Nicolas Grenier-Boley is a professor in mathematics didactics and mathematics at the Université de Rouen Normandie, France. He is a member of the Laboratoire de Didactique André Revuz (EA 4434) where he is co-leader (with Stéphanie Bridoux) of the working group "Teachers in higher education". Caroline Leininger-Frézal is a senior lecturer in geography didactics at the University of Paris, France, attached to the Laboratoire de Didactique André Revuz (LDAR).
Inhaltsangabe
Introduction xi Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Caroline LEININGER-FRÉZAL About the Authors xvii Part 1 The Links Between University Pedagogy and Didactics 1 Chapter 1 Why and How has Anglophone University Pedagogy Moved Closer to Francophone Subject Didactics? 3 Denis BERTHIAUME 1.1 Introduction 3 1.2 Some contextual elements: pedagogy versus didactics 5 1.3 English-speaking university pedagogy 7 1.4 An approach to the disciplinary pedagogical knowledge of university teachers 11 1.4.1 The pedagogical knowledge base of university teachers 12 1.4.2 Disciplinary specificity in higher education 12 1.4.3 The personal epistemology of university teachers 15 1.5 Conclusion 18 1.6 References 19 Chapter 2 Teacher Training at University through the Prism of Disciplines 27 Caroline LEININGER-FRÉZAL 2.1 Introduction 27 2.2 Difficulties of taking into account disciplines in the training of higher education teachers 29 2.3 Resources available for taking into account disciplines in higher education 33 2.4 How should we take into account disciplines in training in higher education? 39 2.5 Conclusion 43 2.6 References 44 Chapter 3 Transforming Higher Education and Professional Learning for Academics 47 Sacha KIFFER and Richard WITTORSKI 3.1 Changes and increasing complexity within university education 48 3.2 The heart of a problem: little recognition and training for teaching 51 3.3 Theoretical framework: competence building practices 52 3.3.1 Highly structured learning practices 54 3.3.2 Weakly structured learning practices 55 3.4 Methodology: the questionnaire survey 57 3.5 Presentation and discussion of the survey results 58 3.5.1 Predominance of autonomous behavior 58 3.5.2 Specific training needs 59 3.5.3 Commonalities and differences in learning behaviors 61 3.5.4 Effectiveness of competence-building practices 62 3.6 Conclusion 63 3.7 References 64 Part 2 The Teaching Practices of University Teachers with a Disciplinary Approach 69 Chapter 4 Academic Territory and Professional Identity: Toward a Differentiation of Teaching Practices at University 71 Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Cécile DE HOSSON, Rita KHANFOUR-ARMALÉ, Nathalie LEBRUN, Caroline LEININGER-FRÉZAL, Zoé MESNIL, Céline NIHOUL and Martine DE VLEESCHOUWER 4.1 Introduction 71 4.2 Academic territory and professional identity: a theoretical environment to approach the pedagogical practices of lecturers and researchers 74 4.3 The field survey 76 4.3.1 Development of a survey tool 76 4.3.2 Epistemological specificities of the disciplines concerned by the survey 77 4.4 Results 81 4.4.1 Showing the beauty of disciplines 82 4.4.2 Enhancing the usefulness and legitimacy of disciplines 84 4.4.3 Drawing on research, even if its results are not directly presentable 87 4.4.4 Staging the research process 90 4.4.5 Adapting to current students 92 4.5 Returning to the questions of each discipline 98 4.6 Conclusion and implications for university pedagogy 100 4.7 Acknowledgements 102 4.8 References 102 Chapter 5 The Relationship Between Research Activity and the Design of Resources for Teaching -- The Case of athematics at the University Level 109 Hussein SABRA 5.1 General introduction 109 5.2 The relationship between teaching and research in higher education 111 5.2.1 The relationship between teaching and research in educational science research 111 5.2.2 The relationship between teaching and research in mathematics and science didactics research 113 5.2.3 Resources for understanding the relationship between research and teaching 115 5.3 The articulation of two approaches: the documentary work of a university professor in teaching and research institutions 116 5.3.1 The documentational approach to didactics 117 5.3.2 The complex relationship between teaching and research institutions 119 5.3.3 The documentation work of a university professor, explored using pivotal resources 121 5.4 Methodology 123 5.5 Forms of the relationship between research and teaching in terms of resources 126 5.5.1 First form: the mobilization of a research resource in instantiation processes 126 5.5.2 Second form: a research resource to scaffold learning of given content 127 5.5.3 Third form: the form of non-relation in terms of resources 129 5.5.4 Results and discussions 130 5.6 Conclusions and perspectives 131 5.7 References 132 Part 3 A Sociological Perspective of the Practices of Lecturers and Researchers 137 Chapter 6 Beyond the Disciplinary Approach: Toward a Socio-historical and Critical Reflexivity of its Teaching Practices 139 Stéphanie TRALONGO 6.1 Introduction 139 6.2 The content of the common discursive fund on "higher education pedagogy" 141 6.2.1 Recent and growing discourse and practice 141 6.2.2 Circular and self-referential content 143 6.2.3 Some areas of traffic 146 6.3 Deconstruction, denaturalization: the political under the obvious 148 6.3.1 Denaturalizing the chronology 148 6.3.2 Recomposing democratic functioning 149 6.3.3 Effects on the perceptions and practices of lecturers and researchers 151 6.4 Teaching practices in sociology in reverse 153 6.4.1 Creating a space to express one's practices 153 6.4.2 Some content 154 6.5 Conclusion 156 6.6 References 157 6.7 Appendices 160 6.7.1 Appendix A: the program for the day (June 27, 2016) 160 6.7.2 Appendix B: the 2017 program 161 Chapter 7 Transmitting Knowledge in the First Year of University: A Sociology of Work Perspective 163 Marie DAVID 7.1 Introduction 163 7.2 Conventions in content and teaching methods 166 7.2.1 Educational conventions 166 7.2.2 Conventions concerning the presentation of knowledge 170 7.2.3 Conventions specific to teaching 175 7.2.4 The role of common evaluations 177 7.3 Knowledge markers 179 7.3.1 The work of delimiting important knowledge 180 7.3.2 Note-taking, a collective activity of teachers and students 183 7.4 Conclusion 187 7.5 References 188 Chapter 8 Postface: Synthesis and Perspectives 191 Emmanuelle ANNOOT 8.1 University pedagogy: fields of research and fields of practice 194 8.2 Research and expertise 195 8.3 A disciplinary approach to university pedagogy 197 8.4 The professional identity of lecturers and researchers and their practices 201 8.5 Conclusion 202 8.6 References 203 List of Authors 207 Index 211
Introduction xi Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Caroline LEININGER-FRÉZAL About the Authors xvii Part 1 The Links Between University Pedagogy and Didactics 1 Chapter 1 Why and How has Anglophone University Pedagogy Moved Closer to Francophone Subject Didactics? 3 Denis BERTHIAUME 1.1 Introduction 3 1.2 Some contextual elements: pedagogy versus didactics 5 1.3 English-speaking university pedagogy 7 1.4 An approach to the disciplinary pedagogical knowledge of university teachers 11 1.4.1 The pedagogical knowledge base of university teachers 12 1.4.2 Disciplinary specificity in higher education 12 1.4.3 The personal epistemology of university teachers 15 1.5 Conclusion 18 1.6 References 19 Chapter 2 Teacher Training at University through the Prism of Disciplines 27 Caroline LEININGER-FRÉZAL 2.1 Introduction 27 2.2 Difficulties of taking into account disciplines in the training of higher education teachers 29 2.3 Resources available for taking into account disciplines in higher education 33 2.4 How should we take into account disciplines in training in higher education? 39 2.5 Conclusion 43 2.6 References 44 Chapter 3 Transforming Higher Education and Professional Learning for Academics 47 Sacha KIFFER and Richard WITTORSKI 3.1 Changes and increasing complexity within university education 48 3.2 The heart of a problem: little recognition and training for teaching 51 3.3 Theoretical framework: competence building practices 52 3.3.1 Highly structured learning practices 54 3.3.2 Weakly structured learning practices 55 3.4 Methodology: the questionnaire survey 57 3.5 Presentation and discussion of the survey results 58 3.5.1 Predominance of autonomous behavior 58 3.5.2 Specific training needs 59 3.5.3 Commonalities and differences in learning behaviors 61 3.5.4 Effectiveness of competence-building practices 62 3.6 Conclusion 63 3.7 References 64 Part 2 The Teaching Practices of University Teachers with a Disciplinary Approach 69 Chapter 4 Academic Territory and Professional Identity: Toward a Differentiation of Teaching Practices at University 71 Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Cécile DE HOSSON, Rita KHANFOUR-ARMALÉ, Nathalie LEBRUN, Caroline LEININGER-FRÉZAL, Zoé MESNIL, Céline NIHOUL and Martine DE VLEESCHOUWER 4.1 Introduction 71 4.2 Academic territory and professional identity: a theoretical environment to approach the pedagogical practices of lecturers and researchers 74 4.3 The field survey 76 4.3.1 Development of a survey tool 76 4.3.2 Epistemological specificities of the disciplines concerned by the survey 77 4.4 Results 81 4.4.1 Showing the beauty of disciplines 82 4.4.2 Enhancing the usefulness and legitimacy of disciplines 84 4.4.3 Drawing on research, even if its results are not directly presentable 87 4.4.4 Staging the research process 90 4.4.5 Adapting to current students 92 4.5 Returning to the questions of each discipline 98 4.6 Conclusion and implications for university pedagogy 100 4.7 Acknowledgements 102 4.8 References 102 Chapter 5 The Relationship Between Research Activity and the Design of Resources for Teaching -- The Case of athematics at the University Level 109 Hussein SABRA 5.1 General introduction 109 5.2 The relationship between teaching and research in higher education 111 5.2.1 The relationship between teaching and research in educational science research 111 5.2.2 The relationship between teaching and research in mathematics and science didactics research 113 5.2.3 Resources for understanding the relationship between research and teaching 115 5.3 The articulation of two approaches: the documentary work of a university professor in teaching and research institutions 116 5.3.1 The documentational approach to didactics 117 5.3.2 The complex relationship between teaching and research institutions 119 5.3.3 The documentation work of a university professor, explored using pivotal resources 121 5.4 Methodology 123 5.5 Forms of the relationship between research and teaching in terms of resources 126 5.5.1 First form: the mobilization of a research resource in instantiation processes 126 5.5.2 Second form: a research resource to scaffold learning of given content 127 5.5.3 Third form: the form of non-relation in terms of resources 129 5.5.4 Results and discussions 130 5.6 Conclusions and perspectives 131 5.7 References 132 Part 3 A Sociological Perspective of the Practices of Lecturers and Researchers 137 Chapter 6 Beyond the Disciplinary Approach: Toward a Socio-historical and Critical Reflexivity of its Teaching Practices 139 Stéphanie TRALONGO 6.1 Introduction 139 6.2 The content of the common discursive fund on "higher education pedagogy" 141 6.2.1 Recent and growing discourse and practice 141 6.2.2 Circular and self-referential content 143 6.2.3 Some areas of traffic 146 6.3 Deconstruction, denaturalization: the political under the obvious 148 6.3.1 Denaturalizing the chronology 148 6.3.2 Recomposing democratic functioning 149 6.3.3 Effects on the perceptions and practices of lecturers and researchers 151 6.4 Teaching practices in sociology in reverse 153 6.4.1 Creating a space to express one's practices 153 6.4.2 Some content 154 6.5 Conclusion 156 6.6 References 157 6.7 Appendices 160 6.7.1 Appendix A: the program for the day (June 27, 2016) 160 6.7.2 Appendix B: the 2017 program 161 Chapter 7 Transmitting Knowledge in the First Year of University: A Sociology of Work Perspective 163 Marie DAVID 7.1 Introduction 163 7.2 Conventions in content and teaching methods 166 7.2.1 Educational conventions 166 7.2.2 Conventions concerning the presentation of knowledge 170 7.2.3 Conventions specific to teaching 175 7.2.4 The role of common evaluations 177 7.3 Knowledge markers 179 7.3.1 The work of delimiting important knowledge 180 7.3.2 Note-taking, a collective activity of teachers and students 183 7.4 Conclusion 187 7.5 References 188 Chapter 8 Postface: Synthesis and Perspectives 191 Emmanuelle ANNOOT 8.1 University pedagogy: fields of research and fields of practice 194 8.2 Research and expertise 195 8.3 A disciplinary approach to university pedagogy 197 8.4 The professional identity of lecturers and researchers and their practices 201 8.5 Conclusion 202 8.6 References 203 List of Authors 207 Index 211
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