Formation à l'éthique professionnelle des enseignants de langue-culture: Constats et perspectives

Translated title of the contribution: Training in professional ethics of lan-guage-culture teachers: Reports and perspectives

Emmanuel Antier

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

Drawing on the evidence that the intercultural approach in the didactics of languages and cultures is a normative approach, together with the postulate that this approach, applied to the education of teachers, forms their professional ethics, the author questions the legitimacy of the intercultural approach to establish the professional ethics of language and culture teachers. Confronting the normative discourse of the intercultural approach with the effective practice of teachers, he highlights a pernicious gap between a consensual intercultural approach and conflicting teaching practice. By challenging the limits of the intercultural approach, the author reflects on the means to escape its primacy in the education of teachers. Defending the thesis that the conflict can constitute a positive process, he then analyzes certain approaches and tools already tried in the field of science education or social work which would allow a more effective response to the requirements of professional ethics training.

Original languageFrench
Title of host publicationRecherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT
Pages13-29
Number of pages17
Volume30
Edition3
Publication statusPublished - Oct 2011
Externally publishedYes

Fingerprint

professional ethics
teacher
education
language
teaching practice
didactics
legitimacy
social work
Professional Ethics
discourse
science
evidence

Keywords

  • Conjlictuality
  • Didactics of languages and cultures
  • Ethics of authenticity
  • Ethics training
  • Limits of intercultural approach
  • Teacher's professional ethics

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Antier, E. (2011). Formation à l'éthique professionnelle des enseignants de langue-culture: Constats et perspectives. In Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT (3 ed., Vol. 30, pp. 13-29)

Formation à l'éthique professionnelle des enseignants de langue-culture : Constats et perspectives. / Antier, Emmanuel.

Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT. Vol. 30 3. ed. 2011. p. 13-29.

Research output: Chapter in Book/Report/Conference proceedingChapter

Antier, E 2011, Formation à l'éthique professionnelle des enseignants de langue-culture: Constats et perspectives. in Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT. 3 edn, vol. 30, pp. 13-29.
Antier E. Formation à l'éthique professionnelle des enseignants de langue-culture: Constats et perspectives. In Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT. 3 ed. Vol. 30. 2011. p. 13-29
Antier, Emmanuel. / Formation à l'éthique professionnelle des enseignants de langue-culture : Constats et perspectives. Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT. Vol. 30 3. ed. 2011. pp. 13-29
@inbook{cc2fb45d85844fe581803d229a1ff572,
title = "Formation {\`a} l'{\'e}thique professionnelle des enseignants de langue-culture: Constats et perspectives",
abstract = "Drawing on the evidence that the intercultural approach in the didactics of languages and cultures is a normative approach, together with the postulate that this approach, applied to the education of teachers, forms their professional ethics, the author questions the legitimacy of the intercultural approach to establish the professional ethics of language and culture teachers. Confronting the normative discourse of the intercultural approach with the effective practice of teachers, he highlights a pernicious gap between a consensual intercultural approach and conflicting teaching practice. By challenging the limits of the intercultural approach, the author reflects on the means to escape its primacy in the education of teachers. Defending the thesis that the conflict can constitute a positive process, he then analyzes certain approaches and tools already tried in the field of science education or social work which would allow a more effective response to the requirements of professional ethics training.",
keywords = "Conjlictuality, Didactics of languages and cultures, Ethics of authenticity, Ethics training, Limits of intercultural approach, Teacher's professional ethics",
author = "Emmanuel Antier",
year = "2011",
month = "10",
language = "French",
isbn = "9780199203123",
volume = "30",
pages = "13--29",
booktitle = "Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT",
edition = "3",

}

TY - CHAP

T1 - Formation à l'éthique professionnelle des enseignants de langue-culture

T2 - Constats et perspectives

AU - Antier, Emmanuel

PY - 2011/10

Y1 - 2011/10

N2 - Drawing on the evidence that the intercultural approach in the didactics of languages and cultures is a normative approach, together with the postulate that this approach, applied to the education of teachers, forms their professional ethics, the author questions the legitimacy of the intercultural approach to establish the professional ethics of language and culture teachers. Confronting the normative discourse of the intercultural approach with the effective practice of teachers, he highlights a pernicious gap between a consensual intercultural approach and conflicting teaching practice. By challenging the limits of the intercultural approach, the author reflects on the means to escape its primacy in the education of teachers. Defending the thesis that the conflict can constitute a positive process, he then analyzes certain approaches and tools already tried in the field of science education or social work which would allow a more effective response to the requirements of professional ethics training.

AB - Drawing on the evidence that the intercultural approach in the didactics of languages and cultures is a normative approach, together with the postulate that this approach, applied to the education of teachers, forms their professional ethics, the author questions the legitimacy of the intercultural approach to establish the professional ethics of language and culture teachers. Confronting the normative discourse of the intercultural approach with the effective practice of teachers, he highlights a pernicious gap between a consensual intercultural approach and conflicting teaching practice. By challenging the limits of the intercultural approach, the author reflects on the means to escape its primacy in the education of teachers. Defending the thesis that the conflict can constitute a positive process, he then analyzes certain approaches and tools already tried in the field of science education or social work which would allow a more effective response to the requirements of professional ethics training.

KW - Conjlictuality

KW - Didactics of languages and cultures

KW - Ethics of authenticity

KW - Ethics training

KW - Limits of intercultural approach

KW - Teacher's professional ethics

UR - http://www.scopus.com/inward/record.url?scp=84870568660&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84870568660&partnerID=8YFLogxK

M3 - Chapter

AN - SCOPUS:84870568660

SN - 9780199203123

VL - 30

SP - 13

EP - 29

BT - Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT

ER -