L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant
This article examines the actual pedagogical organization of school knowledge by teachers, while paying special attention to their way of dealing with the learning difficulties of their students. We will put to the test the hypothesis of an effect of the teacher’s relationship to knowledge on this p...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2012-06-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/9053 |
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| _version_ | 1841548337980899328 |
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| author | Valérie Vincent |
| author_facet | Valérie Vincent |
| author_sort | Valérie Vincent |
| collection | DOAJ |
| description | This article examines the actual pedagogical organization of school knowledge by teachers, while paying special attention to their way of dealing with the learning difficulties of their students. We will put to the test the hypothesis of an effect of the teacher’s relationship to knowledge on this particular organization. Based on the first results of a doctoral research on the influence of teachers’ relationship to knowledge on their pedagogical organization, this article uses observational data for one primary school teacher in Geneva, while teaching the prehistoric period. We address the problem by means of three exploratory and interdependent questions: 1) In what singular way does the teacher organize knowledge relating to prehistory within his or her teaching practice? 2) Within this singular organization, what is the form taken by the cognitive activity of students for whom the identitary, cognitive and epistemological relationship to knowledge may be problematic? 3) To what extent does the observed teacher’s relationship to knowledge has an effect in his organization of instructed knowledge, on the meaning of school knowledge and finally, on his or her way of preventing and/or dealing with learning difficulties? |
| format | Article |
| id | doaj-art-bcdf05365cda42dd8321b5d3612f61f9 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2012-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-bcdf05365cda42dd8321b5d3612f61f92025-01-10T14:06:18ZfraNantes UniversitéRecherches en Éducation1954-30772012-06-0110.4000/ree.9053L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignantValérie VincentThis article examines the actual pedagogical organization of school knowledge by teachers, while paying special attention to their way of dealing with the learning difficulties of their students. We will put to the test the hypothesis of an effect of the teacher’s relationship to knowledge on this particular organization. Based on the first results of a doctoral research on the influence of teachers’ relationship to knowledge on their pedagogical organization, this article uses observational data for one primary school teacher in Geneva, while teaching the prehistoric period. We address the problem by means of three exploratory and interdependent questions: 1) In what singular way does the teacher organize knowledge relating to prehistory within his or her teaching practice? 2) Within this singular organization, what is the form taken by the cognitive activity of students for whom the identitary, cognitive and epistemological relationship to knowledge may be problematic? 3) To what extent does the observed teacher’s relationship to knowledge has an effect in his organization of instructed knowledge, on the meaning of school knowledge and finally, on his or her way of preventing and/or dealing with learning difficulties?https://journals.openedition.org/ree/9053learning difficulties and students in difficultySwitzerlandrelationship to knowledge and culture |
| spellingShingle | Valérie Vincent L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant Recherches en Éducation learning difficulties and students in difficulty Switzerland relationship to knowledge and culture |
| title | L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant |
| title_full | L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant |
| title_fullStr | L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant |
| title_full_unstemmed | L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant |
| title_short | L’organisation des savoirs enseignés et les difficultés d’apprentissage des élèves : l’effet du rapport au savoir de l’enseignant |
| title_sort | l organisation des savoirs enseignes et les difficultes d apprentissage des eleves l effet du rapport au savoir de l enseignant |
| topic | learning difficulties and students in difficulty Switzerland relationship to knowledge and culture |
| url | https://journals.openedition.org/ree/9053 |
| work_keys_str_mv | AT valerievincent lorganisationdessavoirsenseignesetlesdifficultesdapprentissagedeselevesleffetdurapportausavoirdelenseignant |