Gestion des incidents en classe, pratiques professionnelles des enseignants débutants et analyse de la plateforme nationale de ressources numériques Néopass@ction

Abstract : Incidents disturb schools’ everyday functioning (Barrère, 2002) and are experienced as ordeals by beginning teachers. When these incidents are analysed from a sociology of actors standpoint, the classroom appear as a polemical space; teachers engage in interpersonal power struggles by developing survival strategies (Woods, 1977). The sense of helplessness expressed by beginning teachers who are coping with critical situations show how important it is to develop training resources. Our aim is to analyse this kind of resources, namely the ones produced in the frame of the Néopass@ction project implemented in France under Luc Ria’s leadership. We will insist on the relevance, but also on the limits, of such resources.
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https://hal.archives-ouvertes.fr/hal-01247833
Contributor : Cécile Carra <>
Submitted on : Tuesday, December 22, 2015 - 7:40:31 PM
Last modification on : Thursday, April 11, 2019 - 9:25:01 AM

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  • HAL Id : hal-01247833, version 1

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Cécile Carra, Clémence Boxberger, Bruno Robbes, Sébastien Pesce. Gestion des incidents en classe, pratiques professionnelles des enseignants débutants et analyse de la plateforme nationale de ressources numériques Néopass@ction. Psychology, Society, & Education, 2015, Special Number “Schools and Youth: violence behaviours, prevention programs and wellbeing”. 7 (2), pp.153-168. ⟨http://www.psye.org/fr/articulos.php?id=155⟩. ⟨hal-01247833⟩

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