Advertisement

Instructional Science

, Volume 27, Issue 1–2, pp 9–32 | Cite as

Semiotic foundations for building the new didactics: An introduction to the prototype features of the discipline

  • Francois Victor Tochon
Article

Abstract

This article adopts a semiotic perspective to outline eight shared features of the various disciplinary didactics. The goal is to situate the disciplinary didactics within an integrated vision that helps shape a new framework for research into didactics as a prototype discipline.

Key words

didactics disciplinary didactics semiotics prototype features pragmatics 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barbier, J.M., Chaix, M.L. & Demailly, L. (1984).Formation et Recherche 17, special issue on research and professional development.Google Scholar
  2. Berliner, D.C. (1989). The place of process-product research in developing the agenda for research on teacher thinking. In J. Lowyck & C.M. Clark, eds,Teacher Thinking and Professional Action, pp. 3–21. Leuven, Belgium: Leuven University Press.Google Scholar
  3. Bru, M. (1991).La variation didactique. Toulouse, France: Éditions Universitaires du Sud.Google Scholar
  4. Chevallard, Y. (1985).La transposition didactique. Grenoble: La pensée sauvage.Google Scholar
  5. Dabène, M. (1990). Les pratiques d'écriture: Représentations sociales et itinéraires de formation — points de vue sociolinguistique et didactique.Éducation permanente 102: 13–19.Google Scholar
  6. Fayol, M. (May 1996).Le conseiller pédagogique entre recherche et action. Presentation made at the annual meeting of the French association of pedagogical counsellors. Beaunes, France.Google Scholar
  7. Galisson, R. (1985). Didactologies et idéologies.Études de linguistique appliquée 60: 5–16.Google Scholar
  8. Germain, C. (May 1996).Unités didactiques en langue seconde. Symposium organized by l'Association canadienne française pour l'avancement des sciences. Chicoutimi, QC.Google Scholar
  9. Greimas, A. (1989). On meaning.New Literary History 20(3): 359–550.Google Scholar
  10. Gundem, B.B. (April 1992).The Place of Didactics in Curriculum in Scandinavia. Paper presented at the annual meeting of the American Educational Research Association (AERA). San Francisco, CA.Google Scholar
  11. Hall, E. (1984).The Dance of Life. New York: Anchor Press/Doubleday.Google Scholar
  12. Hopmann, S. (April 1992).Starting a Dialogue: Roots and Issues of the Beginning Conversation Between European Didaktik and the American Curriculum Tradition. Paper presented at the annual meeting of the American Educational Research Association (AERA). San Francisco, CA.Google Scholar
  13. Jonnaert, P. (1995). ... à propos du contrat didactique!Cahiers de la recherche en éducation 1(2): 195–234.Google Scholar
  14. Julkunen, M.L., Selander, S. & Ahlberg, M. (1991).Research on Text at School. Jensuu, Finland: University of Jensuu, Research report no. 37.Google Scholar
  15. Latour, B. (1996). Sur la pratique des théoriciens. In J.M. Barbier, ed.,Savoirs théoriques et savoirs d'action. Paris: Presses Universitaires de France.Google Scholar
  16. Martinand (1989). Pratiques de référence, transposition didactique et savoirs professionnels.Les sciences de l'éducation 1–2: 23–35.Google Scholar
  17. Morf, A. (1994). Une épistémologie pour la didactique: Spéculations autour d'un aménagement conceptuel.Revue des sciences de l'éducation (special issue on constructivism) 20(1): 29–40.Google Scholar
  18. Raisky, C. & Caillot, M. (1996).Au-delà des didactiques, le didactique. Brussels: De Boeck Université.Google Scholar
  19. Romian, H. (1990). Des recherches-actions en didactique du français pour la formation des maîtres.Recherche et Formation 7: 47–57.Google Scholar
  20. Searle, J. (1983).Intentionality. Cambridge, UK: Cambridge University Press.Google Scholar
  21. Tochon, F.V. (1991).L'enseignement stratégique: Transformation de la connaissance dans la pensée des enseignants. Toulouse, France: Éditions Universitaires du Sud.Google Scholar
  22. Tochon, F.V. (1992). Évaluation pragmatique et situations spontanées: l'indexation des activités en classe.Mesure et évaluation en éducation 14(4): 43–46.Google Scholar
  23. Tochon, F.V. (1993). From teachers' thinking to macrosemantics: Catching instructional organizers and connectors in language arts.Journal of Structural Learning 12(1): 1–22.Google Scholar
  24. Tochon, F.V. (1996). Diversités didactiques et cohérence pédagogique. In A. Bentolila, ed.,École: Diversité et cohérence — Les entretiens Nathan 1995. Paris: Nathan.Google Scholar
  25. Tochon, F.V. & Dionne, J.P. (1994). Discourse analysis and instructional flexibility: A pragmatic grammar.Pragmatics and Language Learning, Monograph Series 5: 64–87.Google Scholar
  26. Tochon, F.V. & Munby, H. (1994). Novice and expert teachers' time epistemology: A wave function from didactics to pedagogy.Teaching and Teacher Education 9(2): 205–218.Google Scholar
  27. Westbury, I., Doyle, W., Künzli, R. (1993).The German Didactic Tradition: Implications for Pedagogical Research. Champaign, IL: University of Illinois at Urbana-Champaign.Google Scholar

Copyright information

© Kluwer Academic Publishers 1999

Authors and Affiliations

  • Francois Victor Tochon
    • 1
  1. 1.Université de SherbrookeSherbrookeCanada

Personalised recommendations