Abstracts
Résumé
Les pratiques enseignantes (PE) restent encore relativement peu étudiées dans la recherche sur l’enseignement supérieur (ES), surtout en ce qui concerne l’observation des pratiques. Cet article se propose de fournir un cadre de référence pour la conception d’un modèle théorique des PE en classe dans l’ES. Ce travail permettra d’explorer ultérieurement le rôle des PE dans la réussite des étudiants. Une analyse narrative a été menée sur deux modèles des PE de l’enseignement obligatoire, ayant de solides fondements théoriques et empiriques, afin de les transposer au contexte de l’ES. Les résultats ont permis d’identifier quatre catégories clefs des pratiques.
Mots-clés :
- Enseignement supérieur,
- pratiques enseignantes,
- enseignant,
- réussite
Abstract
Teaching practices are still relatively unexplored in higher education research, especially when it comes to observing practices. This study provides a framework for the development of a theoretical model of teaching practices into HE classroom. It will enable future research to explore the concrete role of teaching practices in student success. A narrative analysis was conducted of two models of teaching practice from compulsory education, with strong theoretical and empirical foundations, in order to transfer them to the HE context. The results identified four key categories of practice.
Keywords:
- Higher education,
- teaching practices,
- teacher,
- success
Appendices
Bibliographie
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