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Tenir la classe ou faire apprendre les élèves? Des perspectives de collégiens sur l'action conjointe des enseignants et des élèves

Abstract : This article aims to supplement research on the class situations by taking into account the students’ point of view about what makes them work. His interactionist approach questions the problems of school education in terms of precision of knowledge but also of justice in relations between students and adults. It also adopts a didactic point of view that deines the conditions necessary for teachers and students to carry out joint actions. The methodology of the survey is based on interviews with about ifty students from socially contrasted schools analyzing video sequences of classes of the same level given by a French teacher and a mathematics teacher. The markedly different success of the two ilmed teachers forces students to explain the reasons for the contrast. The treatment of student responses leads to propose a typology taking into account both the problem of knowledge and the personal treatment of students. The model of the teacher who obliges the students to follow his course and the one who undertakes to make them grow thanks to the knowledge are also eligible, provided that the teachers remain faithful to one or the other.
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https://hal.archives-ouvertes.fr/hal-01675621
Contributor : Marie-Sylvie Claude <>
Submitted on : Thursday, January 4, 2018 - 4:26:51 PM
Last modification on : Monday, June 22, 2020 - 3:04:02 PM
Document(s) archivé(s) le : Thursday, May 3, 2018 - 8:19:01 AM

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  • HAL Id : hal-01675621, version 1

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Marie-Sylvie Claude, Patrick Rayou. Tenir la classe ou faire apprendre les élèves? Des perspectives de collégiens sur l'action conjointe des enseignants et des élèves. Éducation & Didactique, Presses Universitaires de Rennes, 2018. ⟨hal-01675621⟩

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