Abstracts
Résumé
À la suite du constat que la pédagogie de l’enseignement supérieur, comme domaine de recherche, est un espace intellectuel en émergence, dynamique certes, mais dispersé dans toutes les disciplines, comment faire pour s’y retrouver ? À partir d’une critique du concept de paradigme, nous élaborons quatre propositions de recherche qui prennent appui sur la philosophie, l’histoire et la sociologie des sciences. L’examen attentif des contributions clés de la pédagogie de l’enseignement supérieur, extraites de trois revues de recherche couvrant la période 1976-2003, a permis la mise au jour d’une carte épistémologique déclinée en trois programmes de recherche. Une discussion centrée à la fois sur des questions théoriques et pratiques est proposée en fin de parcours.
Mots clés:
- recherche pédagogique,
- enseignement supérieur,
- programme de recherche,
- paradigme,
- sociologie des sciences
Summary
Research on teaching and learning in higher education is an emerging and dynamic intellectual area, involving a diversity of disciplines : how can we make sense of all these works ? Starting with a critique of the concept of paradigm, we elaborate four research propositions grounded in philosophy, history and sociology. A careful analysis of key research contributions in the domain of teaching and learning in higher education extracted from three journals during the 1976-2003 period provides an epistemological map constructed into three research programmes. The article ends with a discussion concerning theoretical and practical issues.
Key words:
- pedagogical research,
- higher education,
- research programme,
- paradigm,
- sociology of sciences
Resumen
A raíz de la constatación que la pedagogía de la enseñanza superior, como dominio de investigación, constituye un espacio intelectual en emergencia, dinámico por cierto, pero diseminado en todas las disciplinas, ¿cómo hacer para ubicarse en ella ? A partir de una crítica del concepto de paradigma, elaboramos cuatro propuestas de investigación que se fundamentan en la filosofía, la historia y la sociología de las ciencias. El examen atento de las contribuciones claves de la pedagogía de la enseñanza superior, procedentes de tres revistas de investigación y que abarca el periodo 1976-2003, ha permitido la actualización de un mapa epistemológico declinado en tres programas de investigación. Se propone al final una discusión centrada en cuestiones a la vez teóricas y prácticas.
Palabras claves:
- investigación pedagógica,
- enseñanza superior,
- programa de investigación,
- paradigma,
- sociología de las ciencias
Appendices
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