Teacher thinking during classroom interaction. A review of the “English language” literature
- 31 May 2012
- journal article
- review article
- Published by OpenEdition in Éducation et Didactique
- Vol. 6 (6-1), 9-46
- https://doi.org/10.4000/educationdidactique.1287
Abstract
Ce texte se penche sur la manière dont les chercheurs ont schématisé la pensée interactive des enseignants, sur les éléments auxquels ils pensent quand ils donnent leurs cours et sur les facteurs qui influencent cette réflexion. L’étude de ces éléments de réflexion et des facteurs qui les influencent aboutit quasi inévitablement sur la notion de dilemme qui devient le noyau dur des processus de pensée des enseignants lorsqu’ils enseignent. Ce texte débouche notamment sur une typologie des dilemmes auxquels les enseignants sont confrontés lors de l’interaction en classe. Enfin, il présente une proposition d’organisation des constats de recherche du paradigme du teacher thinking pouvant être considéré comme une heuristique permettant de structurer cette littérature. This article presents the ways that researchers have schematized teachers’ interactive thought processes, the elements teachers reflect on during classroom teaching and the factors influencing their classroom reflections. The examination of these concerns and the factors taken into account to reflect on these issues inevitably leads to the notion of dilemma that becomes central to teachers’ thought processes during classroom teaching. This paper produces a typology of certain dilemmas that teachers struggle with during classroom instruction. Finally, it suggests a heuristic framework for organizing the findings of the literature produced on the teacher thinking paradigm.This publication has 57 references indexed in Scilit:
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