Modélisation du savoir-faire de l'enseignant expérimenté : adaptation aux contraintes, anticipation, négociation, pilotage de la classe par les tâches scolaires
Institution:
Université Pierre Mendès France (Grenoble)Disciplines:
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Abstract EN:
We attempt to describe teacher's implicit practical knowledge: the anticipation of his students performances when faced with usual school tasks. For that purpose, we will use several models one of which is a stochastic model. The development of that practical knowledge, as it stems from action, is subordinate to the environment constraints. It gains by schemes of action's flexibility, allowing adaptation, inference, cognitive saving and conceptualization in action. As pupils' cognitive activity cannot be observed, the teacher's experience permits him to see into school tasks through schemes of action and to use them as tools to pilot classe. As an intermediary between the teacher and the pupil, school task is a communicative tool that enables didactic negociation. Still, that tool uses some students performances without allowing to take into account their actual cognitive activity. Its frequent use may lead to the development of strategies by pupils in order to get the right answer to the detriment of the knowledge aimed at. In practice, the triangle pupil teacher knowledge would correspond to pupil teacher task. That implicit practical knowledge clashes with didactical decisions, the environment constraints would limit an evolution of the practices and would explain the interclasses similarity that have been observed. Informed about teaching mecanisms and effects by experience, teachers may be able to adapt their practical knowledge.
Abstract FR:
Nous tentons de decrire un savoir-faire implicite de l'instituteur: l'anticipation des performances de ses eleves face a des taches scolaires habituelles. Pour cela nous utiliserons plusieurs modeles dont un modele stochastique. Ce savoir-faire, issu de l'action est elabore sous la dependance des contraintes du milieu. Il beneficie de la flexibilite des schemes d'action, autorisant adaptations, inferences, economie cognitive et conceptualisation en acte. L'activite cognitive des eleves etant inobservable, l'experience du maitre lui permet de lire les taches scolaires a travers des schemes d'action et de les utiliser comme instrument de pilotage de la classe. La tache scolaire, objet intermediaire entre l'enseignant et l'eleve, est un instrument de communication qui permet la negociation didactique. Mais, cet instrument utilise des performances d'eleves, sans autoriser la prise en compte de leur activite cognitive effective. Son utilisation frequente risque de favoriser chez l'eleve des strategies permettant d'obtenir la bonne reponse, au detriment des connaissances visees. Le triangle didactique eleve maitre savoir se traduirait dans la pratique par eleve maitre tache. Ce savoir-faire implicite s'oppose a la decision didactique, les contraintes du milieu limiteraient une evolution des pratiques et expliqueraient les regularites interclasses observees. Les enseignants, informes des mecanismes et des effets de la formation par l'experience, devraient pouvoir accommoder leurs savoir-faire.