Effects of a teacher education program in physics and chemistry to develop students' autonomy

What is it about?

This article analyses the effects of an initial training scheme for trainee physics and chemistry teachers. This system, which uses digital tools, is ultimately aimed at developing the autonomy of the students. We mobilise the concept of didactic praxeology of teachers associated with a grid of seven dimensions of the process of pupil empowerment to identify the effects of training on teaching practices. We make a distinction between pedagogical autonomy, generic didactic autonomy and specific didactic autonomy in order to specify the place of knowledge at stake.Based on an ante-training questionnaire and presentations of scenarios collectively designed during the training and implemented in middle and high school classes, we identify the elements of praxeologies and their evolution in order to put forward didactic praxeologies enriched by the co-construction of trainee teachers and also a more specific autonomy with the concretisation of a class scenario.

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