Des registres pour enseigner

Abstract

We propose here to broaden the understanding of teachers’ professional development from the notion of registers, originally developed for understanding student learning. In this perspective, we apply the cognitive register to the design of teaching and to its analysis, the cultural register to the values attributed to teaching and to what is taught, and to consider what we call symbolic identity as a way of self-engagement. The data are from research on flipped classroom and based on the monographs of two teachers who invested the system in a contrasting way. We show that our theoretical concept of registers makes it possible to grasp the differences between two professional styles.

Keywords

• learning
• professional development
• innovation
• relationship to knowledge
• relationship to the profession
• work of teachers