Quels concepts pour quelle analyse de l'activité des enseignants de français ?

Bernié, Jean-Paul; Goigoux, Roland

doi:10.3406/airdf.2005.1637

Cited by 13 publications

(3 citation statements)

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“…Based on those previous works and others (BERNIÉ & GOIGOUX, 2005;AEBY DAGHÉ & DOLZ, 2009;DUFAYS, 2019;JAUBERT & REBIÈRE, 2005;SCHUBAUER-LEONI, LEUTENNEGER-RIHS, LIGOZAT & FLÜCKIGER, 2007;SILVA, 2013), we developed a descriptive model of professional gestures in accordance with our social interactionist framework (BRONCKART, 1997). Our descriptive model was the result of an empirical study involving 27 teaching sequences in French classrooms (SCHNEUWLY & DOLZ, 2009).…”

Section: A System Of Teaching Gesturesmentioning

confidence: 99%

In Search of Training Gestures: What Regularities can be observed when Teaching how to Teach Written Production?

2019

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A partir de uma pesquisa empírica sobre as práticas de formação do professorado na Suíça que reúne 28 sequências de formação sobre a produção escrita, este artigo propõe uma visão geral dos gestos profissionais que desenvolvem os formadores ao preparar os futuros docentes. Seis grandes gestos profissionais organizam a dinâmica da formação observada e o agir do formador. Dois gestos se realizam fora das aulas: planificação e avaliação do trabalho de treinamento. Quatro gestos têm lugar no curso da implementação das sequências em presença dos docentes: conceptualização da escrita e do seu ensino e aprendizagem, mobilização das práticas e experiências da produção escrita na aula, equipar com recursos e ferramentas para o ensino a escrita, regulação das aprendizagens e das práticas dos professores. O artigo ilustra com exemplos o agir do formador no domínio da produção escrita. Os resultados da pesquisa mostram a importância do agir do formador para o desenvolvimento de competências profissionais para o ensino da produção escrita. Palavras-chave: Práticas de formação de professores. Sequências de treinamento. Produção escrita. Gestos profissionais.

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Section: A System Of Teaching Gesturesmentioning

confidence: 99%

In Search of Training Gestures: What Regularities can be observed when Teaching how to Teach Written Production?

2019

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“…Dans tous les cas, il s'agit de saisir l'activité enseignante dans toute son épaisseur et d'élaborer un modèle d'intelligibilité de la pratique qui permette d'explorer différentes facettes de l'activité enseignante. Comme le soulignent Bernié et Goigoux (2005), le champ de réflexion est vaste et s'organise autour de différents axes de questionnement relatifs à la nature même de ces gestes (schèmes, genre, praxéologie ou encore d'ajustement ? Gestes de métier ?…”

Section: Des Gestes Professionnels : Un Foisonnement De Recherchesunclassified

“…Son caractère polysémique et ambigu, aux contours mal définis variant selon le cadre de référence retenu rend complexe son utilisation dans le champ de la recherche. Bernié et Goigoux (2005) notaient déjà en 2005 « une grande dispersion des références, des mises en relation et des conceptualisations » : cela peut-être le point de vue didactique (avec toutes ses variations possibles), celui de l'ergonomie et d'analyse du travail, plus généralement celui de l'analyse de l'activité, celui des psychologues, des ethnologues, des sociologues, des anthropologues, etc. Les ancrages notionnels sont donc multiples il est bien difficile de s'y retrouver dans ce dédale de présupposés théoriques (Cizeron, 2010).…”

Section: Introductionunclassified

Contextualization Gestures and Unequal Access to Knowledge in Physical in a Disadvantaged Environment

Poggi¹

2018

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The goal of this article is to deal with the professional gestures of PE teachers from the study of contextualization gestures as part of a socio-didactic approach. Our reflection is in line with research in the sociology of education that aims to update the processes by which teachers' practices are unevenly effective and socially inegalitarian (Rochex & Crinon, 2011). Our research is specified in two ways, the subject teaching discipline, the physical education, and the context of teaching, the disadvantaged school. This one constitutes a true laboratory of study privileged in authentic school situation of practices of adaptations, differentiation, adjustment conducive to the construction of the inequalities. Our approach consists of characterizing the professional gestures of the teacher and more specifically his contextualization gestures considered as a combination of professional gestures that have the particularity to adjust to the diversity of contexts. The data collected is based on an intervention analysis by two teachers practicing in disadvantaged school that we filmed and subjected to semi-directive interviews and self-confrontation. The results allows to identify different gestures generating inequalities of access to school knowledge that are related to the way the teacher circulates on different scales of context in order to understand and act on pupils' activity, the possibilities of access to secondarization work offered to students (Bautier & Goigoux, 2004), to the risk of "anticipatory" deprivation of knowledge to which students are exposed without the teacher's knowledge, and finally to the many dilemmas to which his actions contextualization are exposed.

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