大学体育教育专业身份的接近：一项促进实践教学改革的倡议
Approcher l'identit{é} professionnelle d'enseignants universitaires de physique : un levier pour initier des changements de pratiques p{é}dagogiques
摘要：
由于法国高中物理和化学课程在过去三年中进行了深入的修改，巴黎狄德罗大学（法国）物理系希望制定一项关于其教学方法的革新项目。作为科学教育研究者，我们参与了这个项目，通过23个探索性访谈和81份问卷对104名大学科学教育系的学者进行了调查。他们被问及在教学方法和组织方面可能和可取的变化（关于学生目前遇到的困难）。这项研究使我们能够确定他们作为教师的专业身份的要素。这种身份已经根据不同的方向进行了探索：管理他们的职业，素质和技能的做法，职业价值观，以及教学层面，具体涉及物理教学的规则。通过对收集到的数据的分析，我们可以确定大学学者关于教学的观念中的主要趋势，例如：一个好的老师首先是一个好的物理学家，或者，教学必须有利于与学生的互动。它还使我们能够揭示大学学者在教学中想做的事情与他们在实践中宣称或认为可行的事情之间的紧张关系
英文摘要：
As a result of the deep modifications of the French physics and chemistry curricula in upper secondary school during these last three years, the physics department of the Université Paris Diderot (France) wished to develop a renovation project concerning its methods of teachings. As science education researchers we took part in this project questioning 104 university academics of this department through 23 exploratory interviews and 81 questionnaires. They have been asked about the possible and desirable changes concerning pedagogical methods and organization (with respect to current difficulties met by the students). This study has enabled us to pinpoint elements of their professional identity as teachers. This identity has been explored according to various directions: rules which govern their profession, qualities and skills for the practice, values of the profession, as well as a didactic dimension, dealing specifically with physics' teaching. The analysis of the collected data allows us to identify major trends among university academics' conceptions about teaching, such as: a good teacher is above all a good physicist, or, teaching has to favor interactions with students. It also allows us to bring to light tensions between what university academics would like to do in their teaching and what they declare to do in practice or think feasible
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
