ED Sociétés, Politique, Santé Publique
University teaching practices in light of disciplinary pedagogical cultures: A located approach to the staging of teaching at Bachelor's level
by Maëlle TOURNEUR (Laboratoire Cultures et Diffusion des Savoirs)
The defense will take place at 14h00 - Amphithéâtre Durkheim Campus Victoire, 3 pl. de la Victoire 33000 Bordeaux
in front of the jury composed of
- Christophe ROINE - Professeur des universités - Université de Bordeaux - Directeur de these
- Saeed PAIVANDI - Professeur des universités - Université de Lorraine - Rapporteur
- Joris THIEVENAZ - Professeur des universités - Université Paris-Est Créteil - Rapporteur
- Marthe-Aline JUTAND - Maîtresse de conférences - Université de Bordeaux - Examinateur
- Sabine KAHN - Professeure - Université Libre de Bruxelles - Examinateur
- Barbara PENTIMALLI - Professeure - Université du Québec à Montréal - Examinateur
- Bernard SARRAZY - Professeur émérite - Université de Bordeaux - Examinateur
This study focuses on teaching practices at university, in a context of institutionalization and development of training programs for teaching practices. How do teachers stage their classes? If the recommendations provided in these training programs are intended to optimize learning, can they be disseminated independently of disciplinary specificities and teaching content? Conducted across seven disciplines and three course formats at the third-year level, this research aims to analyze teaching practices through the study of teachers' discursive practices, their teaching materials, their physical and bodily presence, and their interactions with students. It then aims to identify the logic underlying these practices. Based on observations of class sessions and interviews with teachers and students, this work highlights the dynamic, located and co-constructed dimension of teaching practices that are embedded in communities of practice, but also within disciplinary teaching cultures. The aim is to examine the pedagogical and didactic challenges of staging university teaching in real-life situations, while questioning generic and prescriptive discourse in relation to actual practices.