SIMPLE SELF-CONFRONTATION AS A TOOL FOR ANALYSING THE OBSTACLES AND DEVELOPMENTS OF DIDACTIC ACTION IN THE FRENCH CLASSROOM

Thierno Ly
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Thierno Ly: Cheikh Anta Diop University of Dakar, Senegal

Annals of the University of Craiova, Series Psychology, Pedagogy, 2021, vol. 43, issue 2, 89-99

Abstract: This article raises the question of the strategies developed by teachers in situations faced with relative and/or consecutive modifications of the cognitive context of didactic interactions, that means the environment. Thus, the simple selfconfrontation would be a tool to analyse the impediments and developments of the activity (Wittorski, 2010; Cattonar, Lessard & Maroy, 2010). Through the discourse of simple self-confrontation, in which the teacher dialogues with himself and is surprised by his actions in the didactic environment, it is possible for him to analyse his initial activity and to develop a posteriori professional skills drawn from his experiential experience.

Keywords: Self-confrontation; Didactics; Activity analysis; Skills. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:edt:aucspp:v:43:y:2021:i:2:p:89-99

DOI: 10.52846/AUCPP.43.07

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