Parution de l'article "What role does the textbook play in the era of the Interactive Whiteboard? A didactic approach to teachers' professional writings" dans Journal of Subject Didactics
Fluckiger Cédric, Bachy Sylviane, Daunay Bertrand, (2016), What role does the textbook play in the era of the Interactive Whiteboard? A didactic approach to teachers' professional writings, Journal of Subject Didactics, vol. 1, n°2, p. 101-117
Texte intégral: http://aes.bio.bg.ac.rs/index.php/JSD/article/view/180
Résumé: This article presents the questions raised and the first results of an exploratory study in the field of didactics that investigates, from a subjectivist perspective, the processes of search, selection and adaptation of teaching or learning resources by teachers, and in particular when an interactive whiteboard (IWB) is used. In continuation of the studies on the “documentary work” performed by teachers, we seek to identify how this process varies according to the disciplines taught. We will focus on the cases of teachers who primarily or exclusively use textbooks.
The question of resources has taken on new significance and form due to the massive introduction in classrooms of digital tools that can make all the work carried out by a teacher on the basis of resources, more visible in the eyes of the teacher him/herself, of the students, of the parents and of the educational institution. Yet this question has thus far been little examined in research studies, and the context that has recently emerged from the growing importance of digital tools used in schools calls for an investigation into this area2. It is with this in mind that we have undertaken an exploratory, specific and clearly delineated research study on the resources used by teachers (in late primary or early secondary school) to prepare their classes in the era of the IWB3. Our goal is to identify, describe and characterize, from the perspective of teachers, the educational or pedagogical resources used, and in particular IWBs: How do teachers use, combine and modify the available resources? What sources of teaching material do they prefer : colleagues, collaborative teacher networks, schools’ websites, textbooks, newspapers and magazines, documentary websites? What strategies do they use to assess the relevance and adequacy of the resources for teaching their students? How do they adapt these resources to the needs of their students and to their objectives?