L'analyse des dialogues de classe : Un outil pour une formation didactique des professeurs de sciences.

Abstract

Classroom dialogue analysis : a tool for the didactical training of science teachers. One way of questioning and analysing class practices involves studying the oral interchanges between students and teachers. We propose to implement this linguistic approach by using it as a starting point during the training of physics and chemistry teachers. The training course described and anal¬ ysed in this article is planned in view of the study, by the new teachers, of the discussions in their own classroom : looking at both the interaction between teacher and students and the individual speech contents. The outcome of the course points out certain characteristics that emerge from the combined use of both science didactic and linguistic points of view. It also highlights the difficulties which arise when a training course aims to be applicable to all, but uses the class practices of individuals and must therefore be personalised if it is to really bring efficient and personal help to the new teacher.