Teacher as Researcher: The Problem Reconsidered
Keywords:
educational research, teacher education, sociology of knowledge, action research, professional developmentAbstract
Les auteurs se demandent si la divergence entre les rôles de chercheur et d'enseignant et la méfiance qui en résulte est irrévocable. En s'attaquant à cette question ils proposent de redéfinir les termes d' "enseignement" et de "recherches". Une approche éclectique faisant valoir l'optique de l'observateur averti et la perspective de la sociologie des connaissances permet de redéfinir ces termes de manière plus compréhensive.
Grâce à une définition ainsi précisée les auteurs démontrent aux enseignants qu'il existe un mouvement de dialectique entre les chercheurs enfermés dans leur tour d'ivoire et les éducateurs qui sont engagés dans la réalité concrète de l'école. L'article se termine par la discussion des conséquences de ces nouvelles définitions pour (1) la formation des enseignants et (2) pour les formes de recherches particulièrement adaptées aux éducateurs.
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