La pédagogie, les enseignants et la recherche: Réflexions en chantier (Parte III) Commentaires Sur La Place Et L’état De La Recherche En Éducation
Resumo
La pédagogie, les enseignants et la recherche rassamble trois textes écrits à différents propos. Le premier, La raison et la responsabilité, cherche à comprendre la construction disciplinaire de la pédagogie au tourmant du siécle (1880-1920). Le deuxième est centré sur les enseignants et l’émergence d’un espace public de l’éducation. Le dernier ouvre une réflexion libre sur la place et l’état actuel de la recherche en éducation. Marque par des regards historiques et sociologiques, cet ensemble de textes cherche à croiser des analyses sur la discipline (la pégagogie), la profession (les enseignants) et la connaissance (la recherche).
Mots- cles: pédagogie, enseignants, recherche.
Pedagogy, teachers and research: ongoing thoughts (Parte III) Comments on the place and the state of the art in educational research.
AbstractPedagogy, Teachers and Research brings together three texts wrote for different purposes. The first one, Reason and Responsibility, aims at understanding the disciplinal construction of Pedagogy at the century shift (1880-1920). The second one studies the teachers and the emergence of a “new” public space of education. The last one opens up a free reflection concerning the place and the current state of research in education. The group of texts is characterized by historical and sociological points of view and it intends to interweave analyses based on discipline (the pedagogy), the profession (the teachers), and knowledge (the research).
Key-words: pedagogy, teacher, research. to emerge, disguised in the rhetoric.
Mots- cles: pédagogie, enseignants, recherche.
Pedagogy, teachers and research: ongoing thoughts (Parte III) Comments on the place and the state of the art in educational research.
AbstractPedagogy, Teachers and Research brings together three texts wrote for different purposes. The first one, Reason and Responsibility, aims at understanding the disciplinal construction of Pedagogy at the century shift (1880-1920). The second one studies the teachers and the emergence of a “new” public space of education. The last one opens up a free reflection concerning the place and the current state of research in education. The group of texts is characterized by historical and sociological points of view and it intends to interweave analyses based on discipline (the pedagogy), the profession (the teachers), and knowledge (the research).
Key-words: pedagogy, teacher, research. to emerge, disguised in the rhetoric.