Ergo-didactic analysis of the teacher's action during the design of a solving problem situation in the FFL classroom
Other Title(s)
Ergo-didactic analysis of the teacher's action during the design of a solving problem situation in the FFL classroom
Joint Authors
Hattab, Muhammad
al-Mastari, Habib
Source
Issue
Vol. 5, Issue 2 (31 Dec. 2021), pp.170-186, 17 p.
Publisher
Algiers 2 University Abou el Kacem Saâdallah Laboratory of Applied linguistics and Language Teaching
Publication Date
2021-12-31
Country of Publication
Algeria
No. of Pages
17
Main Subjects
Topics
Abstract EN
The teacher's action is governed by a set of internal and external concerns and determinants.So, the teacher draws his or her action from a repertoire of schemes (conceptual model) that correspond to one or more situations.
In this affect, the change in practices requires, firstly, an ergo-didactic analysis of the conceptual structure of these schemes.
In the present contribution, we seek to examine the conceptualization of the professorial action during the construction of a solvingproblem situation.We start from the hypothesis of a determination relationship between the scope of the conceptual model and the validity of the situations produced by the FFE teachers in order to apply the principles of the new reform.
The results reveal the resistance of a behaviourist conceptual model that does not correspond to the principles of problem-based pedagogy.
Abstract FRE
L'agir professoral est régi par un ensemble de préoccupations et de déterminants internes et externes.
Ainsi, l'enseignant puise son action dans un répertoire de schèmes (modèle conceptuel) qui correspondent à une ou des situations.
À cet effet, le changement des pratiques passe prioritairement par une analyse ergo-didactique de la structure conceptuelle de ses schèmes.
Dans la présente contribution, nous cherchons à examiner la conceptualisation de l'agir professoral lors de la construction d'une situation-problème.
Nous sommes partis de l'hypothèse d'un rapport de détermination entre l'étendue du modèle conceptuel et la validité des situations produites par les enseignants du FLE dans le cadre de l'application des principes de la nouvelle réforme.
Les résultats montrent la résistance d'un modèle conceptuel béhavioriste qui ne correspond pas aux principes de la pédagogie par résolution de problèmes.
American Psychological Association (APA)
Hattab, Muhammad& al-Mastari, Habib. 2021. Ergo-didactic analysis of the teacher's action during the design of a solving problem situation in the FFL classroom. Applied Linguistics،Vol. 5, no. 2, pp.170-186.
https://search.emarefa.net/detail/BIM-1314217
Modern Language Association (MLA)
Hattab, Muhammad& al-Mastari, Habib. Ergo-didactic analysis of the teacher's action during the design of a solving problem situation in the FFL classroom. Applied Linguistics Vol. 5, no. 2 (2021), pp.170-186.
https://search.emarefa.net/detail/BIM-1314217
American Medical Association (AMA)
Hattab, Muhammad& al-Mastari, Habib. Ergo-didactic analysis of the teacher's action during the design of a solving problem situation in the FFL classroom. Applied Linguistics. 2021. Vol. 5, no. 2, pp.170-186.
https://search.emarefa.net/detail/BIM-1314217
Data Type
Journal Articles
Language
French
Notes
Includes appendices : p. 185-186
Record ID
BIM-1314217
