Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar
Our study is framed within the context of encouraging the implementation of pedagogical practices that enhance student learning. It aims to describe the teaching conceptions and the declared diversity of pedagogical practices among teachers at the University of Antananarivo (UA) and their relationsh...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
2024-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/5694 |
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| Summary: | Our study is framed within the context of encouraging the implementation of pedagogical practices that enhance student learning. It aims to describe the teaching conceptions and the declared diversity of pedagogical practices among teachers at the University of Antananarivo (UA) and their relationships, while also considering other influencing factors such as socio-demographic variables and their participation in university pedagogy training. To do this, quantitative data were collected and analyzed in order to identify the characteristics of the conceptions of teaching and pedagogical practices reported. This allowed us to identify two types of teaching conceptions (student-centered or knowledge-centered conceptions) and four dimensions of active pedagogical practices: "Practices that elicit active students’ participation", "Active practices that reinforce learning contextualization", "Practices that rely on technology" and "Practices that elicit students’ personal production and ideas". In addition, the quantitative data confirm links between teachers’ socio-demographic characteristics, their conceptions of teaching and their reported pedagogical practices. Analysis of these data allows for a more detailed understanding of these links. |
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| ISSN: | 2076-8427 |