The impact of professional experience on teaching conceptions in university -case studies from Tunisia
Date
2017-09-01
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Abstract
Higher education is a contract between professor and student; which
specifies what each pole can expect from the other (Johnson, 1995). The
strategies, techniques and devices used by teachers to achieve their personal,
scientific and technical purposes during their lessons are the subject of various
researches in didactics. This research is in line with the scientific orientation
of clinical didactics, which is characterized by a double theoretical and
epistemological affiliation: didactics and clinical psychoanalytic inspiration.
We are interested in the singularity of the subject teachers taken in didactics.
In Tunisia, most higher education teachers do not have professional and
continuous education in pedagogy and didactics, and no follow-up in their
careers. As if the question did not arise and the ability to accompany students,
to develop their critical thinking skills and to promote their learning was self-evident. The aim of this work is to insist on the importance of continuing
education and professional development of experienced university teachers.
Description
Keywords
University didactics, clinical didactics, professional experience, experienced university teacher, continuing education
Citation
European Journal of Educational Sciences, EJES September 2017 edition Vol.4, No.3 ISSN 1857- 6036