No. 84, september 2020
Why do teachers believe some practices are better than others? Why do they criticize, or even reject, certain practices whose effectiveness has (sometimes) been demonstrated by research?
The articles in this dossier aim to simultaneously interrogate the practices and beliefs of teachers in 10 school systems and contrasting sociocultural contexts: The USA, Korea; Tunisia; Brazil;, Burkina Faso, Niger and Senegal, Quebec, France, Switzerland; Poland; and Belgium.
While the dossier initially highlights the variation in the meanings of these two terms, it primarily interrogates change in education and the dilemmas that this raises – between acceptance of institutional instructions and professional expertise resulting from practice.
Coordination: Géraldine Farges
ISBN : 978-2-85420-626-5
Price : 17 €