Connaissances directement et indirectement pertinentes : stratégies pour gérer la diversité et l’unité dans la formation des enseignants
DOI :
https://doi.org/10.26443/mje/rsem.v60i1.10347Mots-clés :
théorie du curriculum, Wolfgang Klafki, l’auto-culture (Bildung), éducation religieuse (ER), théorie de l’action , théorie de la pertinence, phronesis, pensée critiqueRésumé
Cet article examine le curriculum norvégien à travers des perspectives néoconservatrices et néolibérales, en soutenant qu’il représente un hybride déconcertant des deux. Il propose deux façons d’aborder de tels hybrides: en repensant le rôle du savoir dans l’enseignement et en revisitant des concepts clés de la Bildung. Ces concepts éclairent des défis pédagogiques fondamentaux concernant (a) la relation entre l’apprentissage formel et matériel et (b) la formation de catégories de valeurs, telles que l’autonomie. L’article souligne une distinction cruciale dans la formation des enseignants lorsqu’il s’agit de guider les futurs enseignants : la différence entre les connaissances et compétences indirectement et directement pertinentes. Sans une compréhension claire de la pertinence, la formation des enseignants risque d’échouer dans sa mission fondamentale.
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