Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire
{"title":"Mise à l’épreuve d’un modèle interactionniste d’enseignement explicite des stratégies d’écriture","authors":"Érick Falardeau, Marie-Andrée Lord, Marion Sauvaire","doi":"10.7202/1108998ar","DOIUrl":null,"url":null,"abstract":"Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"McGill Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7202/1108998ar","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.