Caroline Leininger-Frezal – författare

This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.

The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.

The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.

The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.

This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.

The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.

The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.

The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.

This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy.The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges and difficulties that remain at the end of this book.

This book highlights the way in which geography curricula are conceived, (re)-organised and implemented at different levels (local, regional, national, international) and how to respond concretely to these challenges. It also examines the obstacles, barriers and continuities that keep some parts of geography curricula in a century-old tradition.In this book, the term curriculum is used in its Anglo-Saxon conception, which differs from its European use, which is limited to study plans. The term curriculum used in this book, refers to the prescribed curriculum, sometimes called formal, and also to the taught or real curriculum as well as the learned curriculum. To these three curricular forms, a fourth is added, called the hidden curriculum. This includes what is implicit for the actors (teachers, pupils, the school institution) and what is, voluntarily or not, ignored or concealed.The contributions to this book examine each type of these four curricula and their interactions. It discusses how the passage from one curriculum level to another is not linear and implies recompositions, ruptures as well as continuities. The book also touches on the circulation between the different curricular levels and how that raises the question of the articulation between policy(ies) and practice.