De la recherche-action à la pédagogie universitaire : une démarche pour articuler enseignement et recherche

Résumé Fr En

Après avoir présenté la démarche de recherche-action comme mode d’articulation entre recherche et pratique de terrain, en particulier dans sa valeur formative, l’article examinera comment, dans l’enseignement supérieur français, amener les enseignants-chercheurs à établir des parallèles entre leurs activités d’enseignement et leurs activités de recherche. Il argumentera que le développement actuel de la pédagogie à l’université permet, par une entrée par l’expérience et le terrain, d’accéder à une posture de recherche sur ses pratiques professionnelles (Scholarship of Teaching and Learning) ; et aussi de transférer cette posture réflexive aux situations d’apprentissage des étudiants (Systematic inquiry).

This article aims to discuss the link between research and teaching within the French university context. After presenting «  action-research  » as a relevant example of teacher training through research, particularly with regard to its value as a training tool, the article will examine how in the French higher education sector, faculty members may be led to draw parallels between their teaching and research activities. It will be argued that the current focus on university pedagogies allows teaching staff to reflect on their own experience and context in order to adopt a research stance with respect to their professional practices (Scholarship of Teaching and Learning). This analytical stance may be transferred to students’learning situations (systematic inquiry) which is the orientation of approaches such as Teaching – research nexus or Systematic inquiry): students are involved in project-based learning which is associated with individual responsibility to accomplish goals. It requires an active, personal involvement in knowledge construction, as well as setting personal targets that can be realistically achieved. In this respect the person becomes a manager of his or her own learning.