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La compétence de contextualisation au coeur de la situation d’enseignement-apprentissage

Laëtitia Sauvage-Luntadi Frédéric Tupin 1
1 ICARE - Institut Coopératif Austral de Recherche en Éducation
LCF - Laboratoire de recherches sur les espaces créoles et francophones
Abstract : The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The conceptual model here developed follows in the tradition of Anthony Giddens’ (1987) theory of structuration and is complemented by the ecological model of human development advanced by Bronfenbrenner (1986).
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Submitted on : Thursday, November 12, 2015 - 9:21:52 AM
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  • HAL Id : hal-01227737, version 1



Laëtitia Sauvage-Luntadi, Frédéric Tupin. La compétence de contextualisation au coeur de la situation d’enseignement-apprentissage. Revue Phronesis, Institut de recherche sur les pratiques éducatives/Champ social, 2012, 1 (1), pp.102--117. ⟨hal-01227737⟩



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