Abstract

Derrière la difficile articulation de la professionnalisation de la formation des enseignants et des espaces de production des savoirs scientifiques et disciplinaires se pose la question de la nature de la recherche historique en jeu. L’article propose de faire des pratiques réflexives du métier d’historien et de l’enseignant praticien le point de rencontre des problématiques scientifiques, didactiques et pédagogiques dans le secondaire et à l’université. En termes de formation, cela suppose de penser conjointement maîtrise des connaissances et expérience personnelle de la recherche et de l’écriture de l’histoire dès le début de l’apprentissage historique universitaire.

Abstract

Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where scientific and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of history teachers can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a personal, hands-on experience of researching and writing history from the very beginning of the learning process.

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Additional Information

ISSN
1953-8146
Print ISSN
0395-2649
Pages
pp. 205-214
Launched on MUSE
2015-11-14
Open Access
No
Archive Status
Archived
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