Towards Teaching Focused on the “Bridging Experience”: the Case of Urban Learning through Site Visits
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8 avril 2019
- handle: 10670/1.bleev9
- isbn: 9781786304155
- hal: hal-03795602
- doi: 10.1002/9781119612254.ch10
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info:eu-repo/semantics/altIdentifier/doi/10.1002/9781119612254.ch10
Mots-clés
Bridging experience Higher education Pedagogical experience Professional experience Qualitative study approach Site visits Teaching design Urban learningSujets proches
Schoolteaching Didactics School teaching Pedagogy Instruction Learning process Scholarship LearningCiter ce document
Smail Khainnar, « Towards Teaching Focused on the “Bridging Experience”: the Case of Urban Learning through Site Visits », HAL-SHS : sciences de l'information, de la communication et des bibliothèques, ID : 10.1002/9781119612254.ch10
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Résumé
This chapter explores the relevance of implementing a teaching design based on the notion of bridging experience in urban learning. By mobilizing the appropriate scientific literature, the first part of the chapter considers the notion of experience to outline some conceptual milestones. It also highlights the importance of the notion of experience in the world of higher education, with a particular emphasis on the “bridging experience” approach. Then there is an empirical part aimed at measuring the applicative scope of the theoretical remarks from the first part in the field. A qualitative study approach is called in to assess the links forged by the target audience between two site visits, as professional experience, and the courses administered during the academic year, as a pedagogical experience. Thus, three registers, highlighting this link between the two types of experience (professional and pedagogical), are identified.