Approche des pratiques déclarées d’enseignantes et d’enseignants de Suisse romande en géographie et en histoire à l’école obligatoire et leur relation aux moyens d’enseignement
Based on the statistical analysis of a questionnaire primarily addressed to Geography and/or History (compulsory school) teachers in the cantons of Vaud and Valais (N1260), this article provides an overview of the use of textbooks in relation to the stated conceptions and practices in the social sci...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2025-03-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/13520 |
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| Summary: | Based on the statistical analysis of a questionnaire primarily addressed to Geography and/or History (compulsory school) teachers in the cantons of Vaud and Valais (N1260), this article provides an overview of the use of textbooks in relation to the stated conceptions and practices in the social sciences and humanities (SHS). It demonstrates that teachers extensively utilize the collection of official teaching materials published since 2012 in the French-speaking part of Switzerland to implement the new curriculum guidelines for social sciences and humanities. Standing by the new curriculum guidelines and practices, teachers primarily report adapting the sequences proposed by the textbooks. Correlations reveal combinations of concurrent factors: specific pedagogical practices (problem-solving, synthesis of approaches), ongoing training with new materials, and teaching two SHS disciplines in the same class. In contrast to some research findings (Boutonnet, 2015; Barbosa, 2016), teaching materials appear to be vehicles for new directions without, however, compromising the critical thinking of teachers. |
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| ISSN: | 1954-3077 |