L’APPRENTISSAGE DE LA PENSÉE HISTORIQUE : ATTRIBUTIONS ENSEIGNANTES EN CONTEXTE DE PRATIQUE
Keywords:
historical thinking, learning theories, attribution theory, textual analysis, history teaching, high school historyAbstract
Cette recherche exploratoire vise à décrire la compréhension enseignante de l’apprentissage de la pensée historique. Pour ce faire, nous avons analysé le processus d’attribution réalisé par sept enseignants lors des phases préactives et postactives de trois situations d’enseignement-apprentissage. Les données, recueillies par entrevues semi-dirigées ont été analysées par statistique textuelle. Elles ont révélé la présence de trois fondements théoriques. Le plus structurant est celui de nature socioconstructiviste, suivi par les théories cognitivo-rationaliste et de sens commun. Cependant, ces attributions ne sont généralement pas très stables et donnent lieu à des modulations individuelles spécifiques.
LEARNING HISTORICAL THINKING: TEACHERS’ ATTRIBUTIONS IN THE CONTEXT OF PRACTICE
In this exploratory study, we analyze teachers’ understanding of historical thinking and learning. To achieve this aim, we shed light on the attribution process undertaken by a sample of seven teachers before and after three lessons of high school history. We use a typology of learning theories to describe these attributions. The data, collected via semi-structured interviews, were analyzed by textual analysis. They reveal the presence of three learning theories which are mainly socioconstructivist, cognitivist-rationalist and plain folk. However both these latter attributions are not very stable and can lead to individual profiles.
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