Abstracts
Résumé
Le discours pédagogique oppose socioconstructivisme et transmission. Nous examinons l’adhésion des enseignants en formation à cette opposition. Constatant l’absence d’un instrument approprié en français, nous avons trouvé dans les écrits de recherche anglophones et germanophones des outils sommairement validés. Nous en avons extrait 30 items que nous avons traduits et soumis à 228 enseignants en formation. Les analyses factorielles aboutissent à un outil qui obtient de bonnes qualités psychométriques. Nous montrons, d’une part, que les conceptions des enseignants en formation sont moins clivées que le discours pédagogique et, d’autre part, que l’adhésion au socioconstructivisme dépend de la formation suivie. Des implications pour la recherche et la formation sont discutées.
Mots-clés :
- socioconstructivisme,
- enseignement transmissif,
- conceptions des enseignants,
- validation de questionnaire,
- formation des enseignants
Abstract
Current educational literature opposes socioconstructivism and transmission. We examine if pre-service teachers support this position. Given that an appropriate instrument doesn’t exist in French, we found some only basically validated tools in the English- and German language literature. Of these tools, we extracted 30 items which we translated into French and submitted to a sample of 228 pre-service teachers. The factor analysis shows a good model fit. Results show pre-service teachers’ beliefs are less split than suggested by the educational literature and that the support in socioconstructivism depends on the teacher education program the pre-service teachers are following. Implications for research and teacher education are discussed.
Keywords:
- socioconstructivism,
- transmissive teaching,
- teachers’ beliefs,
- scale construct validation,
- teacher education
Resumen
El discurso pedagógico opone socioconstructivismo y transmisión. Este artículo examina la adhesión de los maestros en formación a esta oposición. Constatando la ausencia de un instrumento apropiado en francés, encontramos en la literatura científica anglófona y en alemán algunas herramientas poco validadas. De éstas, extrajimos 30 ítems que hemos traducido y propuesto a 228 maestros en formación. Los análisis factoriales llevan a una herramienta que muestra buenas cualidades psicométricas. Nuestros resultados muestran, por un lado, que las concepciones de los maestros en formación son menos dicotómicas que el discurso pedagógico y, por otro lado, que la adhesión al socioconstructivismo depende de la formación seguida. Se discuten también algunas implicaciones para la investigación y la formación.
Palabras clave:
- Socioconstructivismo,
- enseñanza transmisora,
- concepciones de los maestros,
- validación de cuestionario,
- formación de maestros
Appendices
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