Créativité et professionnalité de l’enseignant : une démarche de recherche-innovation-formation

Créativité et professionnalité de l’enseignant : une démarche de recherche-innovation-formation

• Marcelo Giglio, HEP-BEJUNE et Université de Neuchâtel, Suisse

doi : https://dx.doi.org/10.18162/fp.2016.349

Résumé

This article presents and studies an approach to research, innovation and professional training of teachers. Teaching practice in a context of creativity and collaboration between pupils can be clearly diferentiated from traditional teaching models and consequently from teacher education. Centred on the thematic range of lessons, several examples show the possible diference between what a student-trainee may predict and what actually happens. This type of activity provides an opportunity to build professional skills while undertaking the three complementary roles of ‘student-trainee’, ‘novice researcher’ and contributors on teachers’ practices needed to guide a creative classroom activity.

Abstract

This article presents and studies an approach to research, innovation and professional training of teachers. Teaching practice in a context of creativity and collaboration between pupils can be clearly diferentiated from traditional teaching models and consequently from teacher education. Centred on the thematic range of lessons, several examples show the possible diference between what a student-trainee may predict and what actually happens. This type of activity provides an opportunity to build professional skills while undertaking the three complementary roles of ‘student-trainee’, ‘novice researcher’ and contributors on teachers’ practices needed to guide a creative classroom activity.