Dramatiser les savoirs ou le refus du clivage « matière-manière » dans les savoirs enseignés
Even if not always firmly based in theory, the conceptual distinction between the content of a lesson on one hand and the shape given to it by the method or style of the teacher on the other hand, is widely recognised. This distinction is problematic because, as soon as it is accepted (even tacitly)...
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| Formaat: | Boek |
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Nantes Université,
2009-06-01T00:00:00Z.
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| Online toegang: | Connect to this object online. |
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Internet
Connect to this object online.3rd Floor Main Library
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A1234.567 |
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| Kopie 1 | Beschikbaar |