Abstracts
Résumé
Les auteurs examinent s’il y a moyen d’élargir la capacité de l’enseignante ou de l’enseignant à faire un usage réfléchi de la recherche et de l’enseignement, en se fondant sur une conception normative de ce qu’une éducation significative et humaine peut être. L’argument pratique (cette notion remonte à Aristote) est décrit ici en termes de stratégie de formation auprès des enseignants, pour les aider à articuler et à reconstruire leurs convictions relatives à leur propre action en classe, de sorte qu’ils puissent décider de modifier leur raisonnement pratique et leurs pratiques subséquentes. Une étude de cas est alors présentée, celle d’une enseignante qui a participé à ce processus d’explication d’arguments pratiques. Les auteurs en induisent que ce processus d’explication permet aux enseignants de mieux contrôler leurs justifications personnelles et, ainsi, d’agir de façon plus responsable.
Abstract
This article examines the question of wether there is a way to enhance a teacher's capacity at using research and teaching reflectively which is grounded in a normative conception of what it means to educate a fellow human being. Practical argument, a notion derived from Aristote, is described as a strategy for helping teachers articulate and reconstruct their beliefs about their classroom actions such that they may decide to change their practical reasoning and consequent pratices. A case study of a teacher who participated in a practical argument process is presented. The authors conclude that this process allows teachers to take control of their justifications, and therefore ta.ke responsibility for their actions.
Resumen
Basándose en la concepción normativa de lo que puede ser una educación significativa y hmnana, los autores examinan si hay manera de ampliar la capacidad de los profesores de utilizar conscientemente la investigación de la enseñanza. El argumento práctico (ésta noción remonta a Aristóteles) está descrito en términos de estrategia de formacián del profesorado para ayudarles a articular y reconstruir sus convicciones relativas a sus propias acciones en clase, de manera que puedan decidir modificar su razonamiento práctico y, consecuentemente, sus acciones subsecuentes. Se presenta igualmente el estudio de un caso particular, el de una profesora que ha participado a éste proceso de explicación de argumentos prácticos. Los autores deducen que el proceso de explicación permite que el profesorado controle sus justificaciones personales y que, de ésta manera, actue de manera más responsable.
Appendices
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