Investigating teachers’ practices for non-specialist students
Résumé
Our study concerns teaching practices in the case of non-specialist first-year university students. Referring to the Anthropological Theory of the Didactic and drawing on background literature and on our previous work, we identified five didactical types of tasks, which may especially concern teachers of non-specialist students. We designed a questionnaire in which we asked teachers if they perform these types of tasks, how, and what are the reasons for their choices. We analyse the answers (N=38) collected: When teachers declare they never address a type of tasks we investigate the reasons they present; otherwise, we investigate their declared didactical praxeologies. We observe that while the types of tasks are performed by a majority of teachers, a significant amount of them do not present reasons grounding their choices.
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