«Doing always more»: a pedagogical need and consistent teaching practices? A case study of the relationship to knowledge and beliefs of a secondary school humanities and social sciences teacher
« The students’ results are quite satisfactory, but I need to do more and more for the development of their knowledge and the evolution of my practices ». Leo is a secondary school teacher in the Humanities and Social Sciences (HSS) who is being followed in a case study and a mentorship that focuses on the connection between his epistemological beliefs, his conceptions of teaching and learning, and his practices. This follow-up is part of a post-doctoral fellowship in Quebec, which focuses on the idea that teachers’ relationship to knowledge is a part of their habitus that influences their practices. How then can Leo’s relationship to knowledge and epistemological/pedagogical beliefs explain his need to « do more and more » ? What impact do they have on his practices ? What teacher/researcher mentoring should be considered ? Filmed observations of his SHS teaching, post-observation interviews and mentoring sessions were analyzed. We note an evolution in her practices, moving from a quantitative to a qualitative relationship with academic knowledge.