Conceptions de la recherche des universitaires de sciences de l’éducation et formes des travaux émergents
On the basis of a theoretical approach of the scientific activity, which insists on the process of evaluation and construction by the peers of the quality of emergent research, this article aims at delimiting the frames of reference from which emergent works are recognized by specialists within the...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2011-01-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/16358 |
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| Summary: | On the basis of a theoretical approach of the scientific activity, which insists on the process of evaluation and construction by the peers of the quality of emergent research, this article aims at delimiting the frames of reference from which emergent works are recognized by specialists within the community in the field of research in education. With this intention, we rely on the results of an inquiry by interviews carried out among academics working in the field of educational sciences. The interviews notably focused on their conception of research and its contiguous activities. The analysis of contents of the interviews collected enables us to distinguish four distinct forms of “emergence”, which differ from each other according to axiologic, organizational and epistemological dimensions, and according to the privileged modes of formalization and communication of these works. As a conclusion, we discuss the current stakes of the scientific innovation for research in education studies. |
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| ISSN: | 2271-6092 |