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首页> 外文学位 >Etude des manifestations d'une pensee critique visee, stimulee et manifestee, chez des etudiants en formation initiale en enseignement de l'education physique et a la sante.
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Etude des manifestations d'une pensee critique visee, stimulee et manifestee, chez des etudiants en formation initiale en enseignement de l'education physique et a la sante.

机译：研究旨在，激发和表现出的批判性思维的表现形式，这些表现形式是针对接受体育和健康教学的初步培训的学生。

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摘要

Schools and Teacher Training Programs have undergone several transformations over the past decades. In particular, these transformations have been associated to the teaching professionalization movement that emphasizes, among others, the importance of developing reflexivity, and especially critical reflexivity, in future teachers through theoretical classes and practicum.;To this end, the Ministere de l'education, des loisirs et du sport (MELS) and universities are responsible for interpreting the characteristics that are specific to Critical Thinking (CT) and to integrate these characteristics in Initial Teacher Training. However, although the concept of CT has been the subject of considerable theoretical and empirical research since the works of Dewey on Reflective Thinking (RT), a consensual definition of the concept has yet to be reached. Nevertheless, "classical" philosophers (Ennis, McPeck, Paul, Siegel, Lipman) agree in sustaining that CT implies methodological doubt, which leads to the mobilisation of complex intellectual attitudes and skills, related to the evaluation of facts and situations. For their part, epistemologists from the field of developmental psychology (King and Kitchener, Kuhn, Perry, and other) have elaborated CT development models based on the identification of stages. One of the more recent models stems from Education Science (Daniel et al.) and will be used as a grid to analyse our data. It presupposes four thinking modes (logical, metacognitive, creative, and responsible) and their increasing complexity based on three epistemological perspectives (egocentricity, relativism, and inter-subjectivity).;The present study, of a qualitative nature, attempts to identify the reflexivity (simple or critical) outlined in the MELS's official texts, as stimulated by Universite de Montreal (UdeM) with its Initial Teacher Training for students registered in the Physical Education and Health program, and as manifested by these students at the end of their training. To do so, we relied on content analyses, and on an analysis based on the developmental model of Daniel and colleagues. These analyses were conducted on the MELS's competency dictionary, on competency indicators and UdeM writing guidelines for summary reports, as well as on transcripts of individual and group interviews, and on the participants' summary reports (nine in total).;Results from our analysis of the competency dictionary and competency indicators show that the reflexivity intended and stimulated is in the range of RT but not necessarily of CT. In parallel, the reflexivity manifested by trainees during the interviews and in their summary reports proved to be of a RT nature not necessary critic even if some manifestations of CT were observed.
机译：在过去的几十年中，学校和教师培训计划经历了几次变革。特别是，这些转变与教学专业化运动有关，该运动尤其强调通过理论课和实践在未来的教师中发展反思性，尤其是批判性反思的重要性。为此，部长级教育，体育运动（MELS）和大学负责解释批判性思维（CT）特有的特征，并将这些特征整合到初始教师培训中。然而，尽管自杜威（Dewey）关于反思性思维（RT）的著作以来，CT的概念一直是相当多的理论和实证研究的主题，但尚未达成对该概念的共识性定义。然而，“古典”哲学家（恩尼斯，麦克派克，保罗，西格尔，利普曼）一致认为，计算机断层扫描意味着方法论上的怀疑，这导致动员了复杂的知识态度和技能，与事实和情况的评估有关。对于发展心理学领域的认识论者（King和Kitchener，Kuhn，Perry等）而言，他们根据阶段的确定阐述了CT发展模型。最近的一种模型来自教育科学（Daniel等人），将用作分析数据的网格。它以三种认识论视角（自我中心性，相对主义和主体间性）为前提，提出了四种思维模式（逻辑，元认知，创造力和负责任）及其日益复杂的前提。本研究具有质性，试图确定反思性蒙特利尔大学（UdeM）对其在体育与健康计划中注册的学生进行的初始教师培训所激发，并在培训的最后阶段得到了MELS官方文本的概述（简单或批判）。为此，我们依赖于内容分析以及基于Daniel和同事的发展模型进行的分析。这些分析是在MELS的能力字典，能力指标和UdeM总结报告写作指南，个人和小组访谈的笔录以及参与者的总结报告（共9篇）上进行的。胜任力字典和胜任能力指标的数据表明，预期和激发的反射性在RT范围内，但不一定在CT范围内。同时，即使在观察到某些CT表现的情况下，受训者在面试中和他们的总结报告中所表现出的反身性也被证明是具有RT特质的，因此不必批评。

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  • 作者

    Forges, Robert.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Teacher Training.;Education Physical.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 226 p.
  • 总页数 226
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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