L’efficacité enseignante, quelle modélisation pour servir cette ambition ?

This contribution deals with teaching “efficiency”. The study is about both the definition of the term “efficiency” and the models that enable us to analyze the relationships between teaching and learning. In this respect, it is necessary to distinguish short-term effects from long-term effects and internal efficiency from external efficiency. Mentioning his work based on practices and devices, the author suggests a theoretical framework that takes into account the complexity of teaching-learning situations as well as a model of relationships between teaching and learning processes. Illustrations from his work are offered, as well as some explanatory elements of teaching efficiency