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Remillard Janine T. (2013). « Examining resources and re-sourcing as insights into teaching ». ZDM, vol. 45, n° 7, dĂ©cembre, p. 925–927. ISSN 1863-9690, 1863-9704. En ligne : < ... .1007/s11858-013-0549-8>. 
Added by: Catherine Reverdy (03 Jul 2014 15:55:39 Europe/Paris)   Last edited by: Catherine Reverdy (04 Jul 2014 14:50:57 Europe/Paris)
Resource type: Journal Article
DOI: 10.1007/s11858-013-0549-8
ID no. (ISBN etc.): 1863-9690, 1863-9704
BibTeX citation key: Remillard2013
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: développement professionnel, enseignant, ressources pédagogiques
Creators: Remillard
Collection: {ZDM}
Views: 2647/2814
Views index: 29%
Popularity index: 7.25%
URLs     http://link.spring ... /s11858-013-0549-8
The rich set of papers in this issue of {ZDM} weaves together several distinctly important perspectives on the work of teaching. Guided by the introductory paper by Pepin et al. (2013), the reader is invited to consider an expanded theoretical framework underlying research on teachers’ interactions with resources. This expanded framework is accomplished through an empirically driven, theoretical integration of sorts, in which different theoretical perspectives are brought together to explain and interrogate a complex phenomenon.The first perspective focuses on the relationship at the center of teachers’ interactions with resources in their teaching. In my work (Remillard 2005), I have argued for taking participatory perspectives on teachers’ use of resources. This view emphasizes the interactive and transactional nature of this work, framing curriculum use as a dynamic and ongoing relationship between teachers and resources, a relationship shaped by both the teacher and characteristics of the resource. This perspective is embraced and extended by the notion of documentational genesis, a term offered by Gueudet and Trouche (2009) to describe teachers’ work with documents and the production of new documents that result from these activities. In addition to capturing the mutually shaping relationship between the teacher and tool, this theoretical perspective holds that documents are situated within schemes of usage assumed by the teacher. In other words, using resources necessarily involves re-sourcing them for one’s specific purpose and context.
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