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Les fonctions des savoirs de l’enseignant : l’exemple d’une situation d’enseignement-apprentissage de l’écriture en CP-CE1

Abstract : This article is devoted to a writing session in CP-CE1 and investigates the knowledge mobilized by the teacher and the functions of this knowledge within the teaching-learning situation. The prior examination of the pertinent curricular knowledge leads to a specific study of the relationship between writing and literature in an attempt to define the function of the literary texts which accompany the entire sequence leading up to the writing. To gain a better understanding of the activity of the teacher, we propose the description of the function of the different elements of knowledge in action by analysing the objectives of the teaching-learning with regards to their implementation, a specific mark of the socio-affective exchange (whispering as a pedagogical tool) and the discrepancies and adjustments between the preparation and the realization of this session. Our final part opens a discussion on the function of knowledge for teaching and knowledge to be taught (a risk of over-modelling).
Mots-clés : savoirs mobilisés
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Journal articles
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https://hal.archives-ouvertes.fr/hal-01225157
Contributor : François Texier <>
Submitted on : Thursday, November 5, 2015 - 4:06:25 PM
Last modification on : Tuesday, March 16, 2021 - 1:18:02 PM

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  • HAL Id : hal-01225157, version 1

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François Simon, Annette Schmehl-Postaï. Les fonctions des savoirs de l’enseignant : l’exemple d’une situation d’enseignement-apprentissage de l’écriture en CP-CE1. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2010, pp.167-193. ⟨hal-01225157⟩

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