Le triangle pédagogique

Le triangle pédagogique

Jean Houssaye, Daniel Hameline

01 Jan 1992-

About: The article was published on 1992-01-01 and is currently open access. It has received 115 citations till now.

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Journal Article•DOI•

Genesis of Two Educational Interaction Analysis Models in an Informal Educational Setting

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Rodica Ailincai, François-Xavier Bernard, Annick Weil-Barais

03 Jul 2015-American Journal of Educational Research

TL;DR: Two educational interaction analysis models taking place in an informal learning environment (in particular scientific and technical activities outside of school) intend to chart learning interactions in an educational situation which benefit from dual mediation: both human and instrumental.

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Abstract: In this article we present two educational interaction analysis models taking place in an informal learning environment (in particular scientific and technical activities outside of school). Both models were designed during research conducted within a museum setting in an interactive scientific and technical exhibition at the Cite des Sciences et de l’Industrie (Museum of Science and Industry) in Paris. The models presented here are consistent with the analysis of communicative interactions produced in any learning situation: the first model, the Media Square, is suitable for analyzing asymmetric dyadic exchanges (parent - child), while the second model, the KITLoK Model, is designed for analyzing polyadic situations, whether asymmetric or symmetric [tutor - student (s)]. The models intend to chart learning interactions in an educational situation which benefit from dual mediation: both human (the tutor, as a “human mediator”) and instrumental (interactive museum tools, as a “technical mediator”). Both models will be discussed as regards the models of origin that inspired them. These models of origin will also be presented in the first part of the paper.

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1 citations

Cites background or methods from "Le triangle pédagogique"

...Model of interaction in the exhibition [18] This depiction is inspired by the work of Houssaye in the school context and his classic educational triangle featuring the student-skills-teacher trio in the learningteaching-training relationship [20]....
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...The ternary model of pedagogical understanding of Jean Houssaye ([20,21]) seems to position itself as an advance on the binary model of traditional Teacher-Knowledge pedagogy which favored, according to him, the “teaching” process focusing on content and forgetting the learner (see Figure 3)....
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Journal Article•DOI•

Technologies numériques et pratiques enseignantes : permanences ou évolutions de la forme scolaire ?

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François Villemonteix¹•Institutions (1)

Lille University of Science and Technology¹

01 Jan 2016

TL;DR: In this article, a study fokussiert auf the Unterrichtspraktiken von Lehrpersonen der Primarstufe, die Informations-and Kommunikation-stechnologien (Interaktive Whiteboards and Tablets) in ihrem Uninterricht einsetzen.

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Abstract: Dieser Beitrag fokussiert auf die Unterrichtspraktiken von Lehrpersonen der Primarstufe, die Informations- und Kommunikationstechnologien – interaktive Whiteboards und Tablets – in ihrem Unterricht einsetzen. Entgegen der Annahme, dass der Einsatz digitaler Technologien den Unterricht radikal verandert, erkennt diese Studie dafur keine Anzeichen. Der Einsatz digitaler Technologien ist sowohl mit der herkommlichen Schulform kompatibel als auch mit den damit verbundenen Erwartungen. Die Untersuchung zeigt hingegen, dass das Unterrichten komplexer wird und es wichtig ist, dass die Lehrpersonen uber technische Fertigkeiten verfugen. Derzeit ist das Wissen bei Lehrpersonen der Primarstufe noch wenig elaboriert, um die Moglichkeiten interaktiver Whiteboards und Tablets gewinnbringend im Unterricht einzusetzen.

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1 citations

Additional excerpts

...La méthode simultanée, conçue par Jean-Baptiste de la Salle et explicitée dans la Conduite des écoles chrétiennes2 s’impose, «baptisée par Guizot et confirmée par Ferry en 1882» (Houssaye, 2014, p. 8)....
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...…la pédagogie, malgré l’intention de Ferdinand Buisson d’officialiser une pédagogie privilégiant le concret, l’initiative et la spontanéité et inspirée par Coménius ou Pestalozzi (Houssaye, 2014) et exprimée dans son Dictionnaire de la Pédagogie (Buisson, 1911), la pratique simultanée ne change pas....
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...Concernant la pédagogie, malgré l’intention de Ferdinand Buisson d’officialiser une pédagogie privilégiant le concret, l’initiative et la spontanéité et inspirée par Coménius ou Pestalozzi (Houssaye, 2014) et exprimée dans son Dictionnaire de la Pédagogie (Buisson, 1911), la pratique simultanée ne change pas....
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L'autorite pedagogique de professeurs novices en situation d'eps

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Stéphane Allec, Anne Jorro

01 Jan 2009

TL;DR: In this article, the distinction entre l'autorite de fonction and l'auto-ordinatorite de competence is defined, i.e., the distinction between the two levels of competence.

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Abstract: L'autorite represente un enjeu de professionnalisation qui passe necessairement par le developpement de competences, et s'observe par le biais de gestes professionnels (Jorro, 2002) qui organisent l'agir de l'enseignant. Cet article revient sur les representations de l'autorite comme attribut d'un sujet charismatique pour mettre a l'epreuve une conception interactionnelle de l'autorite (Allec, 2008). C'est dire que nous ferons la distinction entre l'autorite de fonction et l'autorite de competence. Cette derniere traduisant l'expertise professionnelle de l'enseignant.

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1 citations

Additional excerpts

...» Dans sa modélisation du triangle pédagogique, Houssaye (1988) place l’autorité dans l’axe du « former », c’est-à-dire celui qui établit précisément une relation professeur-élèves et rend au savoir, la place du « mort pédagogique »....
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Book Chapter•DOI•

Contextual-Ontologies for an AutoE-Learning Process

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Nacima Mellal

28 Oct 2013-Contexts

TL;DR: A method which defines laws to relate automatically relevant parts of different ontologies, based on a mathematical model "Information Flow", is proposed to coordinate these ontologies in order to expand the reuse, the search, the share of learning resources.

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Abstract: According to Brezillon, context is not directly involved in solving a problem, but forced his resolution In educational community, knowledge is transmitted from tutor to learners However, two main issues are occurred On one hand, Learner is facing resource bank and s/he has to seek the appropriate information from the relevant resource To solve this problem, it is required to help learner by providing the context of resources in a pertinent organization Ontologies represent the essential technology for the organization of eLearning resources On the other hand, a massive amount of ontologies have spread among eLearning Systems Our objective is to coordinate these ontologies in order to expand the reuse, the search, the share of learning resources For that aim, we propose a method which defines laws to relate automatically relevant parts of different ontologies, based on a mathematical model "Information Flow"

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1 citations

Des ressources de l'environnement aux compétences de l'élève aux besoins particuliers

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Serge Rickli

01 Jan 2012

1 citations

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Le triangle pédagogique

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