Un enseignement littéraire en classe inversée : les dessous d’un contrat
This article studies a flipped classroom system in French in a secondary school, in the context of a study on the interpretation of poetry texts. A session was filmed, the students' productions and work materials were collected, the interactions between the students, who work in groups, were re...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2022-01-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/10079 |
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| _version_ | 1841548607219564544 |
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| author | Marie-Sylvie Claude Patrick Rayou |
| author_facet | Marie-Sylvie Claude Patrick Rayou |
| author_sort | Marie-Sylvie Claude |
| collection | DOAJ |
| description | This article studies a flipped classroom system in French in a secondary school, in the context of a study on the interpretation of poetry texts. A session was filmed, the students' productions and work materials were collected, the interactions between the students, who work in groups, were recorded and transcribed, and then semi-directive self-confrontation interviews were conducted with the teacher and the students. The analysis of this corpus is based by theoretical supports borrowed from the sociology of the teaching profession, from the analysis of activity and from didactics, particularly the didactics of literature. It shows that being professionally and pedagogically innovative is not always enough to ensure the learning of demanding disciplinary knowledge by all students. Flipped classroom seems to commit the teacher to three contracts that can prevent each other: the first, which can be described as "social", links her both to the school institution, whose prescriptions she wants to follow as closely as possible, and to a group of innovative professionals, which she wants to join. The second, more pedagogical in nature, leads it to train pupils who are more autonomous and capable of working in teams. The third, didactic, wants to enable students to appropriate literary texts by making a personal interpretative reading of them |
| format | Article |
| id | doaj-art-bd712ad0b5294b3b82a56ba41f98eaa4 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2022-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-bd712ad0b5294b3b82a56ba41f98eaa42025-01-10T14:04:46ZfraNantes UniversitéRecherches en Éducation1954-30772022-01-014610.4000/ree.10079Un enseignement littéraire en classe inversée : les dessous d’un contratMarie-Sylvie ClaudePatrick RayouThis article studies a flipped classroom system in French in a secondary school, in the context of a study on the interpretation of poetry texts. A session was filmed, the students' productions and work materials were collected, the interactions between the students, who work in groups, were recorded and transcribed, and then semi-directive self-confrontation interviews were conducted with the teacher and the students. The analysis of this corpus is based by theoretical supports borrowed from the sociology of the teaching profession, from the analysis of activity and from didactics, particularly the didactics of literature. It shows that being professionally and pedagogically innovative is not always enough to ensure the learning of demanding disciplinary knowledge by all students. Flipped classroom seems to commit the teacher to three contracts that can prevent each other: the first, which can be described as "social", links her both to the school institution, whose prescriptions she wants to follow as closely as possible, and to a group of innovative professionals, which she wants to join. The second, more pedagogical in nature, leads it to train pupils who are more autonomous and capable of working in teams. The third, didactic, wants to enable students to appropriate literary texts by making a personal interpretative reading of themhttps://journals.openedition.org/ree/10079autonomy and socializationfrench (teaching/education/relationship)pedagogy: methods and toolschange and innovation |
| spellingShingle | Marie-Sylvie Claude Patrick Rayou Un enseignement littéraire en classe inversée : les dessous d’un contrat Recherches en Éducation autonomy and socialization french (teaching/education/relationship) pedagogy: methods and tools change and innovation |
| title | Un enseignement littéraire en classe inversée : les dessous d’un contrat |
| title_full | Un enseignement littéraire en classe inversée : les dessous d’un contrat |
| title_fullStr | Un enseignement littéraire en classe inversée : les dessous d’un contrat |
| title_full_unstemmed | Un enseignement littéraire en classe inversée : les dessous d’un contrat |
| title_short | Un enseignement littéraire en classe inversée : les dessous d’un contrat |
| title_sort | un enseignement litteraire en classe inversee les dessous d un contrat |
| topic | autonomy and socialization french (teaching/education/relationship) pedagogy: methods and tools change and innovation |
| url | https://journals.openedition.org/ree/10079 |
| work_keys_str_mv | AT mariesylvieclaude unenseignementlitteraireenclasseinverseelesdessousduncontrat AT patrickrayou unenseignementlitteraireenclasseinverseelesdessousduncontrat |