Les dispositifs groupaux d'analyse des pratiques au service du développement professionnel des enseignants. Quelles analyses ? Quelles pratiques ? Quel professionnel?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Le développement professionnel des enseignants s’appuie de plus en plus sur des structures invitant les enseignants, en groupe, à analyser leurs propres pratiques. Si ces dispositifs de professionnalisation se multiplient, ils ne se ressemblent pas pour autant. À partir de descriptions de différentes démarches d’analyse de pratiques en groupe, cet article caractérise trois types de dispositifs qui se distinguent quant à leur méthode et leur déroulement, leurs assises conceptuelles et leurs visées. Il découle de cette analyse que chaque type de dispositifs peut contribuer au développement pro-fessionnel des enseignants en privilégiant une dimension de leur professionnalité. \n \nTeachers’ professional development is increasingly based on structures that invite them to analyse their practice in group. Although these devices for professionaliza-tion are more numerous, they are all different. Starting from descriptions of various procedures for practice analysis in group, this article distinguishes three types of de-vices in relation with the method and process, the theoretical foundations, and the purpose. As a result, each type of devices may contribute to a teachers’ professional development by focusing on a particular dimension of the professionality.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it