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                <term xml:lang="en">practical epistemology</term>
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                <term xml:lang="en">primary education</term>
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              <p>This contribution aims at enriching the notion of practical epistemology in the framework of TACD. It attempts to understand the determinations of joint action in the implementation of the scientific process in the classroom, by studying the relationship between self-prescribed norms and the practical epistemology of teachers. To this end, it tests, through contrasting case studies, an original methodology for capturing the "NAP/EP" relationship in the action continuum. The comparison of the NAP-EP arrangements of the teachers studied has made it possible to better grasp the determinations of an epistemic and epistemological relationship to the process of a different nature. The presentation develops a single case from among those studied in the research.</p>
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              <p>Cette contribution vise à l’enrichissement de la notion d’épistémologie pratique dans le cadre de la TACD. Elle tente de comprendre les déterminations de l’action conjointe dans la mise en œuvre de la démarche scientifique en classe, en étudiant la relation entre les normes autoprescrites et l’épistémologie pratique des enseignants. Pour cela la recherche en cours met à l’épreuve, à travers des études de cas contrastées, une méthodologie originale propre à saisir la relation « NAP/EP » dans le continuum d’action. La comparaison des agencements NAP-EP chez les professeurs étudiés a permis de mieux saisir les déterminations d’un rapport épistémique et épistémologique à la démarche de nature différente. La présentation développe un seul des cas étudiés dans la recherche.</p>
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