De la nécessité d’une observation didactique pour accéder à l’épistémologie pratique des professeurs
This article is about the relevance of a didactical observation of ordinary teaching to account for “teachers’ practical epistemology”. Over the last years, teachers’ knowledge, beliefs and know-how have been the focus of various research paradigms on teaching and became a substantial area of inquir...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2014-06-01
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| Series: | Recherches en Éducation |
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| Online Access: | http://journals.openedition.org/ree/8284 |