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

Abstract : This article analyzes how a teaching practice evolves in first grade reading lessons over one school year. Based on the theoretical framework of conceptualization in action, and a collection of both qualitative and quantitative data, we show how the teacher we observed organizes her teaching using an operational model structured around two concepts: 1) the disparity between the level of difficulty associated with a task and how the students actually perform 2) the disparity between the educational and pedagogical expectations of the teacher and the way the students behave. On two occasions in the year, the teacher considers these disparities to be unacceptable so she organizes a new set of teaching situations which involve 1) adapting the difficulty of the tasks to different steering groups ("high-achievers", "average-achievers" and above all "low-achievers"), 2) setting herself new predominant goals (such as maintaining the unity of the group-class or taking into account the uniqueness of each student), 3) introducing new procedures (concerning the temporality of the lesson, the way students are grouped together to work, the tasks they are set and the teacher-student interactions). In the end, these are three ways of managing the heterogeneity of students, corresponding to three types of situation that the teacher sets up progressively during the school year and which we endeavor to highlight.
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Submitted on : Monday, April 16, 2018 - 1:52:36 PM
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Gwénaël Lefeuvre, A. Murillo. Évolution de l’activité d’enseignement au cours de l’année : analyse à partir de la théorie de la conceptualisation dans l’action. Éducation & Didactique, Presses Universitaires de Rennes, 2017, 11 (3), pp.73-100. ⟨10.4000/educationdidactique.2845⟩. ⟨halshs-01767641⟩

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