History and Geography in the Classroom Constructing Knowledge through Savoir-Faire

Abstract

Abstract This article seeks to link the teaching of history and geography to issues affecting research in the two disciplines. It invites the reader to reflect on the relationship between the knowledge that a teacher passes on to his or her pupils and the acquisition of a research method as a savoir-faire or know-how, even as a way of being. After offering an insight into current teacher training, the author, a secondary-school teacher, uses concrete teaching situations to explain the necessity of making pupils active participants in their own learning process and helping them develop sound research methods.