Les pratiques pédagogiques des enseignants universitaires : Quelle variété pour quelle efficacité ?

Abstract

In France, some studies (Boyer & Coridian, 2002; Clanet, 2001) have highlighted the heterogeneity of teaching practices at the university, especially in the first year, but don’t analyze accurately the effects of this variety on the students. However, these practices are not without consequences for them (Bireaud 1990; Bellat Duru, 1995; Galinon Menelec, 1996). So it is to this reflection that is dedicated the research presented in this article. Firstly will be presented studies in France and abroad about the description of practices. The second part will focus on the effects induced by them on students. Finally, we will present an innovative viewpoint of research, on the relationship between teaching practices and motivation as well as ways of studying students first academic year.

Keywords

• teaching practices in university
• freshman year
• heterogeneity and efficiency practices
• motivation
• ways of studying