Des registres pour enseigner
We propose here to broaden the understanding of teachers’ professional development from the notion of registers, originally developed for understanding student learning. In this perspective, we apply the cognitive register to the design of teaching and to its analysis, the cultural register to the v...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2022-12-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/22147 |
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| _version_ | 1832578823746486272 |
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| author | Marie-Sylvie Claude Jacques Crinon Patrick Rayou |
| author_facet | Marie-Sylvie Claude Jacques Crinon Patrick Rayou |
| author_sort | Marie-Sylvie Claude |
| collection | DOAJ |
| description | We propose here to broaden the understanding of teachers’ professional development from the notion of registers, originally developed for understanding student learning. In this perspective, we apply the cognitive register to the design of teaching and to its analysis, the cultural register to the values attributed to teaching and to what is taught, and to consider what we call symbolic identity as a way of self-engagement. The data are from research on flipped classroom and based on the monographs of two teachers who invested the system in a contrasting way. We show that our theoretical concept of registers makes it possible to grasp the differences between two professional styles. |
| format | Article |
| id | doaj-art-dd6b4ed9ec754f248fccb0b4f9fb8bdb |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2022-12-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-dd6b4ed9ec754f248fccb0b4f9fb8bdb2025-01-30T13:37:58ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922022-12-016610.4000/edso.22147Des registres pour enseignerMarie-Sylvie ClaudeJacques CrinonPatrick RayouWe propose here to broaden the understanding of teachers’ professional development from the notion of registers, originally developed for understanding student learning. In this perspective, we apply the cognitive register to the design of teaching and to its analysis, the cultural register to the values attributed to teaching and to what is taught, and to consider what we call symbolic identity as a way of self-engagement. The data are from research on flipped classroom and based on the monographs of two teachers who invested the system in a contrasting way. We show that our theoretical concept of registers makes it possible to grasp the differences between two professional styles.https://journals.openedition.org/edso/22147learningprofessional developmentinnovationrelationship to knowledgerelationship to the professionwork of teachers |
| spellingShingle | Marie-Sylvie Claude Jacques Crinon Patrick Rayou Des registres pour enseigner Éducation et Socialisation learning professional development innovation relationship to knowledge relationship to the profession work of teachers |
| title | Des registres pour enseigner |
| title_full | Des registres pour enseigner |
| title_fullStr | Des registres pour enseigner |
| title_full_unstemmed | Des registres pour enseigner |
| title_short | Des registres pour enseigner |
| title_sort | des registres pour enseigner |
| topic | learning professional development innovation relationship to knowledge relationship to the profession work of teachers |
| url | https://journals.openedition.org/edso/22147 |
| work_keys_str_mv | AT mariesylvieclaude desregistrespourenseigner AT jacquescrinon desregistrespourenseigner AT patrickrayou desregistrespourenseigner |