Éclairage sur les dimensions pédagogique, relationnelle et éthique du métier enseignant dans l’analyse de récits de futurs enseignants au post-secondaire
Bibliographic record
Abstract
Cet article porte sur l’analyse de récits d’expérience d’enseignantes et enseignants en formation dans lesquels ils ont choisi de raconter une expérience d’intervention pédagogique satisfaisante au post-secondaire. Suivant une démarche méthodologique déductive et inductive, l’analyse apporte un éclairage sur trois catégories. La première, descriptive, concerne la structure narrative des récits. La deuxième porte sur la notion de rapport aux savoirs approchée sous l’angle socio-anthropologique proposé par Charlot. La troisième retient la figure enseignante et ses compétences à la fois didactiques et relationnelles. Les résultats mettent en exergue l’importance des dimensions pédagogique, relationnelle et éthique du métier enseignant qui se traduisent dans des gestes quotidiens de savoir solliciter l’engagement des élèves dans l’apprentissage, savoir écouter, créer un lien de confiance et reconnaître et considérer l’autre. Dans l’objectif d’une mise en œuvre d’une pédagogie inclusive, nos résultats tendent à confirmer que la figure enseignante joue un rôle central. INSIGHTS ON THE PEDAGOGICAL, RELATIONAL AND ETHICAL DIMENSIONS OF THE TEACHING PROFESSION IN THE ANALYSIS OF STORIES OF PRE-SERVICE POST-SECONDARY TEACHERS ABSTRACT: This article focuses on the analysis of stories from pre-service teachers in which they chose to share a satisfying post-secondary educational intervention experience. Using a deductive and inductive methodological approach, the analysis highlights three categories. The first one, which is descriptive, refers to the narrative structure of the accounts. The second one involves the relationship to knowledge concept seen with the socio-anthropological angle proposed by Charlot. The third category focuses on the teaching figure and his skills, both didactic and relational. The results emphasize the importance of the pedagogical, relational and ethical dimensions of the teaching profession, which translate into daily practices of knowing how to engage students in learning, knowing how to listen, establishing a trusting relationship, and recognizing and considering others. With the objective of implementing inclusive pedagogy, our results tend to confirm that the teacher figure plays a central role. KEYWORDS: Teacher education; Student teacher relationship; Teaching profession; Teacher qualifications PERCEPÇÕES SOBRE AS DIMENSÕES PEDAGÓGICA, RELACIONAL E ÉTICA DA PROFISSÃO DOCENTE NA ANÁLISE DE RELATOS DE FUTUROS PROFESSORES NO PÓS-SECUNDÁRIO RESUMO: Este artigo contempla a análise de relatos de experiência de professoras e professores em formação nos quais optaram por assinalar uma experiência de intervenção pedagógica pós-secundária satisfatória. Seguindo uma abordagem metodológica dedutiva e indutiva, a análise lança luz sobre três categorias. A primeira, descritiva, diz respeito à estrutura narrativa dos relatos. A segunda refere-se à noção de relação com o conhecimento abordado a partir do ângulo socioantropológico proposto por Charlot. A terceira categoria ressalta a figura docente e suas habilidades, tanto didáticas quanto relacionais. Os resultados evidenciam a importância das dimensões pedagógica, relacional e ética da profissão docente que se traduzem em ações cotidianas de saber manter o envolvimento dos alunos na aprendizagem, saber ouvir, criar vínculo de confiança e de reconhecer e considerar o outro. Com o objetivo de implementar uma pedagogia inclusiva, nossos resultados tendem a confirmar que a figura docente desempenha um papel central. PALABRAS CLAVE: Formação de professores; relação aluno-professor; profissão docente; qualificações do professor.
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.006 | 0.011 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".