Une analyse des pratiques de formation initiale l’algorithmique et à la programmation à destination des enseignants du premier degré

Abstract

The didactic works whose object of study concerns training practices have relied on the tools developed for the analysis of teaching practices by specifying them in the context of the training (Houdement & Kuzniak, 1996; Emprin, 2007; Sayac, 2012). In this work, we reuse and cross-reference these methodological tools in order to understand the practices of training in algorithms and programming for trainee school teachers. This case study allows us to better understand the challenges of this second year of initial training by highlighting the training knowledge, the strategies used as well as the epistemological postures called upon.