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L'interdisciplinarité Comme Levier De Développement Professionnel

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L'interdisciplinarité Comme Levier De Développement Professionnel l’Interdisciplinarité comme levier de développement professionnel Pascal Claman To cite this version: Pascal Claman. l’Interdisciplinarité comme levier de développement professionnel. Education. CY Cergy Paris Université, 2020. Français. NNT : 2020CYUN1096. tel-03274900 HAL Id: tel-03274900 https://tel.archives-ouvertes.fr/tel-03274900 Submitted on 30 Jun 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Université de Cergy-Pontoise École doctorale Éducation-Didactiques-Cognition Laboratoire École Mutations Apprentissages – EA4507 THÈSE Pour l'obtention du titre de Docteur en Sciences de l’éducation Présentée et soutenue publiquement par Pascal CLAMAN Le 21 octobre 2020 Sous la direction de Marie-Laure ELALOUF Professeur des universités, CY Cergy Paris Université, Inspé de l’académie de Versailles L’interdisciplinarité comme levier de développement professionnel Cas des professeurs affectés en collège dans l’académie de la Guadeloupe entre 2015 et 2018 Jury : Jean-Pierre Chevalier, Professeur des universités, CY Cergy Paris Université, Inspé de l’académie de Versailles, examinateur Richard Etienne, Professeur des universités, Université de Montpellier, LIRDEF, rapporteur Arnaud Dubois, Professeur des universités, Université de Rouen, Cirnef, rapporteur Stephan Martens, Professeur des universités, CY Cergy Paris Université, Agora, examinateur. 1 Remerciements Je remercie mon père et ma mère, André et Michelle CLAMAN. Avec les moyens qui étaient les leurs, ils ont développé chez leur fils, tout au long du parcours scolaire et universitaire, le goût de l’effort et le souci du travail bien fait. Ils constituent pour moi un modèle d’éducation. Je remercie mon fils et ma fille, Thaïs et Paskalyne CLAMAN. Ils font de moi un père comblé, plein d’ambition pour leur avenir. Je remercie mon épouse, Christelle CLAMAN. C’est grâce à son soutien indéfectible que j’ai réalisé ce mémoire. L’amour et le bonheur qu’elle m’apporte au quotidien me rendent plus fort. Je remercie ma directrice de thèse Marie-Laure ELALOUF. L’encadrement qu’elle a assuré, de mon Master à ma thèse de doctorat, a été précieux. Cet accompagnement a contribué à mon évolution, du passionné d’éducation à l’universitaire, en perpétuelle recherche. 2 Résumé / Sumary Cette recherche doctorale vise à mettre en évidence les liens entre l’interdisciplinarité scolaire et le développement professionnel des enseignants. Elle s’appuie sur le contexte de la réforme du collège de 2016 dans l’académie de la Guadeloupe. Il s’agit de comprendre dans quelle mesure la réflexion et la pratique interdisciplinaire accroissent la professionnalité des professeurs affectés en collège. Quels gestes, quelles postures, quelle éthique sont mis en œuvre dans les pratiques professionnelles interdisciplinaires ? Dans un premier temps, l’interdisciplinarité est présentée dans la recherche universitaire, dans la formation initiale et continue et dans les orientations officielles. Cette partie théorique et historique permet alors d’appréhender, dans un second temps, les réalisations concrètes dans un contexte donné et de comprendre comment l’interdisciplinarité contribue au développement professionnel des enseignants. Le chercheur s’appuie sur diverses expériences de formation et d’accompagnement, donnant l’occasion d’analyser au plus près les dynamiques d’engagement professionnel et les reconfigurations des identités professionnelles à travers ces expérimentations interdisciplinaires. Mots-clés : interdisciplinarité, développement professionnel, professionnalisation, disciplines, formation accompagnement, tutorat, professionnalité, contexte, expérience professionnelle, enseignants This doctoral research aims to highlight the links between academic interdisciplinarity and the professional development of teachers. It is based on the context of the 2016 secondary school (collège) reform in the academy of Guadeloupe. It is about to understand to what extent interdisciplinary reflection and practice increase the professionalism of professors assigned to college. What gestures, what postures, what ethics are implemented in interdisciplinary professional practices? First, interdisciplinarity is presented in university research, at the very begininng and continuing training and in official guidelines. This theoretical and historical part then makes it possible to see, in a second step, the concrete achievements in a given context and to understand how interdisciplinarity contributes to the professional development of teachers. The researcher draws on various training and support experiences giving the opportunity to closely analyze the dynamics of professional commitment and the reconfigurations of professional identities through these interdisciplinary experiments. Key words : Interdisciplinarity, professional development, professionalization, disciplines, training support, tutoring, professionalism, context, professional experience, teachers 3 Sommaire Résumés ............................................................................................................................................... 3 Sommaire ............................................................................................................................................. 4 Table des illustrations et des tableaux .................................................................................................. 8 Introduction générale ......................................................................................................................... 11 Première partie : l’interdisciplinarité scolaire dans la recherche, dans la formation et dans les orientations officielles ........................................................................................................................ 28 Chapitre 1 - Regard historique et théorique sur l’institutionnalisation de l’interdisciplinarité en collège ............................................................................................................................................ 28 1. L’interdisciplinarité en histoire des sciences et en éducation ....................................................... 30 1.1. L’interdisciplinarité entre histoire des sciences et épistémologie des disciplines scolaires ... 30 1.2. De l’interdisciplinarité scientifique à l’interdisciplinarité scolaire ........................................... 36 1.3. État de la recherche sur l’interdisciplinarité scolaire en France .............................................. 42 2. Du collège unique à nos jours, histoire de l’interdisciplinarité scolaire au collège ....................... 54 2.1. Au commencement était…l’enseignement pluridisciplinaire du collège unique .................... 54 2.2. Les programmes de collège des années 1980 ......................................................................... 62 2.3 Les programmes de collège des années 1990 ......................................................................... 68 2.4. Le tournant des années 2000 et les dispositifs interdisciplinaires (Parcours diversifiés, travaux croisés, itinéraires de découverte) ....................................................................................... 74 2.5 Socle commun de 2006 et programmes de 2008, une nouvelle modalité de l’interdisciplinarité ?........................................................................................................................... 81 3. L’interdisciplinarité, organisateur des programmes de 2016 : l’exemple des préconisations en français, musique et SVT au cycle 4 ........................................................................................................ 90 3.1. Transversalité des compétences et interdisciplinarité des savoirs dans la présentation formelle des programmes .................................................................................................................. 90 3.2. Cycle 4 et incitation à l’interdisciplinarité ................................................................................ 94 4 3.3. Les expérimentations interdisciplinaires dans trois disciplines : français, éducation musicale et SVT. ................................................................................................................................................ 97 Chapitre 2 - La formation initiale et continue des enseignants : la réalité du travail collaboratif à travers l’exemple de l’académie de la Guadeloupe, entre 2015 à 2018 ........................................... 109 1. La formation initiale des enseignants à travers les maquettes des masters MEEF .....................110 1.1. Mutations ou immobilismes dans la formation initiale des enseignants : quelle réussite au cadre législatif de 2016 favorisant les pratiques inter- et transdisciplinaires? ...............................110 1.2. Comment la formation à l’interdisciplinarité peut-elle trouver sa place dans la formation initiale ? ............................................................................................................................................116
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