La contextualisation dans les réformes du secondaire premier cycle en France et en Irlande

Abstract : This article considers two reforms of lower secondary education currently underway in France and Ireland. Even though the stated aim of the reforms is to take into account to a greater degree the teaching context, they have led to a strong opposition from teacher unions. If it is student assessment which has caused strongest opposition in Ireland, in France it is the interdisciplinary teaching practices which are in the firing line. Given that contextualisation in teaching enables the adaptation of teaching and learning processes in line with the needs and interests of students (Marcel, 2002), the reason for the opposition from the unions is a question which arises. The analysis shows that, even though the reforms are supposed to favour contextualisation, the manner in which such contextualisation should be realised is the subject of a debate. It is necessary to consider the fundamental conceptions about teaching in order to understand the debate more fully.
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Cathal de Paor. La contextualisation dans les réformes du secondaire premier cycle en France et en Irlande. Contextes et Didactiques, Université des Antilles/ESPE, 2015, Didactiques des sciences en contexte. ⟨hal-02050161⟩

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