Des processus d’acquisition de connaissances professionnelles chez deux professeurs des écoles lors d'un enseignement de sciences

Abstract

This paper focuses on the theme of professional knowledge mobilized by teachers at elementary school in teaching sciences. This study was conducted in the context of the teaching of electricity in grade 5 and in grade 4 in France. It comes to analyzing teachers’ knowledge acquisition mechanisms. The theoretical approach articulates science didactics and professional didactics as well as on a methodology that we developed specifically for this research. Unexpected events lead to a short regulation loop which allows the teacher to adjust his preparation. During this regulation, new professional knowledge is acquired. This study identifies some elements concerning the acquisition of professional experience.

Keywords

• pedagogical content knowledge
• pck
• knowledge acquisition
• inquiry-based science education