Analyse de la pratique enseignante universitaire : cas de la chimie organique

Abstract

This is an empirical case study, which our purpose is to analyze the practice of a university professor, expert in organic chemistry, a complex discipline both in teaching and learning. We place ourselves in the theoretical framework of the Joint Action Theory in Didactics (JATD). We have developed methodological elements to understand the phenomena in situ and we come to infer some professorial action determinants.