The Impact of Professional Experience on Teaching Conceptions in University -Case Studies from Tunisia-
The Impact of Professional Experience on Teaching Conceptions in University -Case Studies from Tunisia-

Summary/Abstract: Higher education is a contract between professor and student; whichspecifies what each pole can expect from the other (Johnson, 1995). Thestrategies, techniques and devices used by teachers to achieve their personal,scientific and technical purposes during their lessons are the subject of variousresearches in didactics. This research is in line with the scientific orientationof clinical didactics, which is characterized by a double theoretical andepistemological affiliation: didactics and clinical psychoanalytic inspiration.We are interested in the singularity of the subject teachers taken in didactics.In Tunisia, most higher education teachers do not have professional andcontinuous education in pedagogy and didactics, and no follow-up in theircareers. As if the question did not arise and the ability to accompany students,to develop their critical thinking skills and to promote their learning was self-European Journal of Educational Sciences, EJES September 2017 edition Vol.4, No.3 ISSN 1857- 603675evident. The aim of this work is to insist on the importance of continuingeducation and professional development of experienced university teachers.

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