Érick Falardeau
Laval University
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Canadian Journal of Education/Revue canadienne de l'éducation | 2007
Érick Falardeau; Denis Simard
Cet article presente les resultats d’une recherche exploratoire qui visait a comprendre la relation entre le rapport a la culture d’etudiants en formation initiale a l’enseignement et la mise en œuvre d’une approche culturelle de l’enseignement dans la discipline « francais », ainsi qu’a preciser le cadre theorique du rapport a la culture. Nous avons analyse les textes de trente ‐ cinq etudiants (n=35), dans lesquels ils devaient definir ce que signifie pour eux la culture ainsi que leur conception du role de l’enseignant dans le developpement culturel de leurs futurs eleves. L’analyse de contenu et de discours, realisee dans chacun de ces textes, combinee a plusieurs travaux sur le rapport au savoir − notamment ceux de l’equipe ESCOL − nous a permis dans un premier temps de circonscrire quatre types de rapport a la culture : desimplique, instrumentaliste, scolaire et integratif/evolutif. De plus, comme il s’agit de futurs enseignants, nous avons degage deux plans de leur rapport a la culture, soit les plans individuel et pedagogique − ce dernier etant compris comme l’accompagnement de l’eleve dans son appropriation de la culture. Enfin, l’analyse montre que le rapport a la culture de type integratif ‐ evolutif sur le plan individuel semble etre un prealable a la mise en œuvre d’une approche culturelle de l’enseignement. Mots cles : Culture, rapport a la culture, approche culturelle de l’enseignement, formation initiale a l’enseignement In this article, we present the results of an exploratory research which aimed at understanding the relationship between the relation to culture of students in a teacher education program and the undertaking of a cultural approach to French teaching, and at specifying the relation to culture’s theoretical framework. We have analyzed texts written by thirty ‐ five aspiring teachers (n=35), who had to tell how they define culture and how they conceive the teacher’s role in students’ cultural development. The combination of content and discourse analysis of each of these texts and of writings on the relation to culture – especially those of the ESCOL team – led us at first to circumscribe four types of relation to culture: the non ‐ implicated type, the instrumentalist type, the schooled type and the integrative ‐ evolutive type. Furthermore, since the research’s participants are prospective teachers, we have identified two sides of their relation to culture, the individual side and the pedagogical one – the latter being understood as the accompanying of the learner in his or her appropriation of culture. Finally, the analysis shows that an integrative ‐ evolutive type of relation to culture on the individual side seems to be a prerequisite to the undertaking of a cultural approach to teaching. Key words: Culture, relation to culture, cultural approach to teaching, teacher education program
Formation et profession | 2016
Marion Sauvaire; Marie-Andrée Lord; Érick Falardeau
This article presents the theoretical foundations of a course developed as part of the initial training of teachers of French in high school at Université Laval in Quebec. We will present the theoretical framework of our training device that fits in the perspective of sociodiscursive interactionism, in which the concept of genre is central. Used iteratively in two compulsory courses in teaching writing 45 hours each, this device has been adapted over the years in order to articulate the teaching of theoretical knowledge about writing with practices to develop the skills of future teachers to plan, produce, revise and rewrite various pieces of non-literary genres they will be teaching. To illustrate the theoretical framework presented, we will describe the steps of a training approach to the teaching of a persuasive text for students of 5th grade of secondary school (16-17 years).
Language and Literacy | 2014
Érick Falardeau; Cindy Pelletier; Daisy Pelletier; Julie-Christine Gagné
Dans un programme de recherche sur l’enseignement de la lecture au secondaire, nous tentons de comprendre comment des eleves quebecois francophones maitrisent les strategies de lecture. A l’aide de la methode de la pensee a voix haute ( Think Aloud Protocols ), nous avons evalue leurs capacites metacognitives en lecture. Dans cet article, nous avons regroupe les eleves en fonction de leur niveau de conscience metacognitive, partant des eleves qui controlent le mieux leur activite de comprehension pour terminer avec ceux qui eprouvent d’importantes difficultes a la remettre en question
Revue des sciences de l'éducation | 2003
Érick Falardeau
Learning and Individual Differences | 2016
Frédéric Guay; Pierre Valois; Érick Falardeau; Valérie Lessard
Voix et Images | 1997
Érick Falardeau
Nouveaux c@hiers de la recherche en éducation | 2007
Érick Falardeau; Denis Simard
Formation et profession | 2018
Josée-Anne Gouin; Christine Hamel; Érick Falardeau
Archive | 2017
Denis Simard; Héloïse Côté; Érick Falardeau
Arborescences: Revue d'études françaises | 2016
Marion Sauvaire; Érick Falardeau