Gestes des enseignants de design lors d'activités de réflexion collective en STD2A

Abstract

This research aims to compare teaching gestures employed during a collective reflection activity based on a brainstorming model at the beginning of a session. In the context of a project taught concurrently to three classes of first-year students in the Baccalaureate program for Design and Applied Arts in Science and Technology, three teams of two design co-teachers are observed. The analyses draw upon existing research on teaching gestures deployed across all disciplines and grade levels. Its ambition is to identify gestures specific to the teaching of design. The results provide insights into the various types of gestures used by teachers to encourage active student participation and promote collaborative knowledge construction.