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 |
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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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| _version_ | 1841546522039156736 |
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| author | Ny Rindralalaina Rafanomezantsoa Mariane Frenay Stéphane Colognesi Philippe Parmentier Vincent Wertz |
| author_facet | Ny Rindralalaina Rafanomezantsoa Mariane Frenay Stéphane Colognesi Philippe Parmentier Vincent Wertz |
| author_sort | Ny Rindralalaina Rafanomezantsoa |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-938a4a32950348379d6aadbb70892076 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2024-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-938a4a32950348379d6aadbb708920762025-01-10T16:18:47ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272024-12-014010.4000/130wxConceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à MadagascarNy Rindralalaina RafanomezantsoaMariane FrenayStéphane ColognesiPhilippe ParmentierVincent WertzOur 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.https://journals.openedition.org/ripes/5694pédagogie activepratiques pédagogiquesenseignantsformation en pédagogie universitaireconceptions de l’enseignement |
| spellingShingle | Ny Rindralalaina Rafanomezantsoa Mariane Frenay Stéphane Colognesi Philippe Parmentier Vincent Wertz Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar Revue Internationale de Pédagogie de l’Enseignement Supérieur pédagogie active pratiques pédagogiques enseignants formation en pédagogie universitaire conceptions de l’enseignement |
| title | Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar |
| title_full | Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar |
| title_fullStr | Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar |
| title_full_unstemmed | Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar |
| title_short | Conceptions de l’enseignement et pratiques pédagogiques des enseignants dans l’enseignement supérieur, à Madagascar |
| title_sort | conceptions de l enseignement et pratiques pedagogiques des enseignants dans l enseignement superieur a madagascar |
| topic | pédagogie active pratiques pédagogiques enseignants formation en pédagogie universitaire conceptions de l’enseignement |
| url | https://journals.openedition.org/ripes/5694 |
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