Analyses didactique et sociologique d’une pratique enseignante

Sylvain Broccolichi 1 Eric Roditi 2
RECIFES - Recherche en Éducation Compétences Interactions Formations Éthique Savoirs
Abstract : As part of our research bringing together didactical and sociological approaches, we studied the practices of an elementary school teacher and his underlying positions at two different periods: at the beginning of his career and eight years later, when he considered becoming a teacher educator. What emerged was a clear tendency on the part of the teacher to focus on building relationships with students more than on their learning, as evidenced by his own account of what did and did not give him satisfaction in his work. The hypothesis of such an evolution in elementary school is widely supported by both academic and government-led studies. Our interpretation is that the (increasingly ambitious) guidelines addressed to teachers remained unrelated to measures promoting real progress as regards students’ learning: many teachers, when struggling in a key aspect of their overall mission, showed a tendency to invest more heavily in other aspects of their teaching practice, particularly their relationships with their students, where their professional pride was less likely to be challenged.
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Submitted on : Tuesday, July 14, 2015 - 6:55:03 PM
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Sylvain Broccolichi, Eric Roditi. Analyses didactique et sociologique d’une pratique enseignante. Revue Française de Pédagogie, INRP/ENS éditions, 2014, 188, pp.39-50. ⟨⟩. ⟨halshs-01176116⟩



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