Évolution de l’activité d’enseignement au cours de        l’année : analyse à partir de la théorie de la conceptualisation dans        l’action

Lefeuvre, Gwénaël; Murillo, Audrey

doi:10.4000/educationdidactique.2845

Cited by 2 publications

(3 citation statements)

References 14 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We have seen that classroom interactions lead the teacher to categorize his/her students by profiles according to their reaction to authority, and their difficulties, by identifying students as “thermometers” of the classroom climate. These results are in line with work showing that the interactions of teachers take place according to the categorizations he/she makes of the students in the class, such as “steering criterion groups” (Dahllöf, 1971 ; Lefeuvre and Murillo, 2017 ). These works analyzing teacher–student interactions show that teachers decide and regulate their actions primarily on the basis of the behavior and reactions of a group of a few students.…”

Section: Discussionsupporting

confidence: 88%

“…On the other hand, if they show signs of misunderstanding and loss of contact, teachers reduce their pace and modify their presentation. This construction of knowledge about the classroom by the teacher is an economical strategy, because these steering groups summarize information about the impact of the action of teachers (Dahllöf, 1971 ; Durand, 1996 ; Lefeuvre and Murillo, 2017 ). The same is true for the students studied who categorize their teacher as authoritarian, supportive, or moody.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Girard

Vors

2021

Front. Psychol.

View full text Add to dashboard Cite

Introduction: Our study aims to analyze the enactive knowledge mobilized during teacher–student interactions in physical education lessons with difficult classes in vocational high school. These classes are considered “difficult” because they concentrate a large number of pupils who are referred to them because they have no choice. This lack of choice makes it difficult for these pupils to engage in school work and is the cause of deviant behavior and school dropout.Methods: This study was conducted within the methodological and theoretical research program of the course of action. We analyzed the individual activity of nine teachers and 18 students during a PE lesson by collecting audiovisual data and conducting self-confrontation interviews. These data were processed in several stages: transcription, identification, and typification of the components of the experience.Results: The results show mutual active knowledge between the teacher and the “difficult” students: emerging from the context, anchored in a dynamic of experience, coupled with the concerns of actors. The teacher classifies the profiles of students according to their reaction to authority and their difficulties, by spotting students' “thermometers” of the class climate. Some of the knowledge of students is coupled with their concerns to avoid boredom, to avoid trouble with the teacher, and to avoid trouble with their friends.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Girard

Vors

2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…coupler les méthodes d'analyse du travail issues de l'ergonomie francophone(Leplat, 1997) avec la théorie des « schèmes » deVergnaud (1996), appelée aussi « conceptualisation dans l'action ».Les recherches conduites selon cette perspective dans le domaine de l'enseignement sont assez récentes(Grangeat et Munoz, 2006 ; Numa-Bocage, Clauzard etPastré, 2012 ;Lefeuvre et Murillo, 2017 ;Vinatier, 2009). Bien que les orientations soient différentes toutes mobilisent le couple notionnel de schème-situation(Vinatier, 2013).Le schème est défini comme « une organisation invariante de la conduite dans une classe de situations donnée »(Vergnaud, 1996, p. 283).…”

unclassified

Des formes organisées de l’activité enseignante en maternelle : études de cas en danse

Magendie¹

2020

Carrefours De l'Éducation

View full text Add to dashboard Cite

Cet article rend compte d’une recherche exploratoire conduite par un collectif de formateurs souhaitant savoir comment mieux former les futurs professeurs des écoles à l’enseignement des activités physiques en maternelle. Elle s’inscrit dans le cadre de la didactique professionnelle. Elle s’attache à analyser l’activité de deux enseignantes expérimentées afin de mettre en évidence les schèmes mobilisés ou les formes organisées et stabilisées de leur activité. Chaque enseignante a été observée lors d’une séance de danse à l’issue de laquelle un entretien d’auto-confrontation a été mené. Les résultats rendent compte des buts et des principes tenus pour vrais qui orientent et guident leur activité dans quatre classes de situations. Ils permettent de mettre en évidence les savoirs et gestes professionnels prioritaires à s’approprier par les débutants et soulignent notamment l’importance : du langage corporel ; de l’implication physique ; des gestes d’attention ; et des gestes de gestion des transitions.

show abstract

Évolution de l’activité d’enseignement au cours de l’année : analyse à partir de la théorie de la conceptualisation dans l’action

Cited by 2 publications

References 14 publications

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Des formes organisées de l’activité enseignante en maternelle : études de cas en danse

Contact Info

Product

Resources

About