Une représentation des élèves en difficulté (et de leur prise en charge) dépendante des dispositifs construits par le collectif d’enseignants
Until now, few research were centered on the relation between the collective work of the teachers within the school and their practices of teaching in situation of class. We propose, within the framework of this text, more recently to study this relation through the mobilization of the concept of in...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2012-01-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/5293 |
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| Summary: | Until now, few research were centered on the relation between the collective work of the teachers within the school and their practices of teaching in situation of class. We propose, within the framework of this text, more recently to study this relation through the mobilization of the concept of instrument psychological developed by Vygotski then by the didactic professional one. Starting from an exploratory research, we will show how the participation of the teachers of preparatory course (CP) in a teaching device collate, elaborate by the collective of the school, can be dependent on the representations relating to the identification and the assumption of responsibility of the pupils in difficulty within their class. The teaching device collate then exceeds the statute of simple working tool to become a psychological instrument which has function of an epistemic and pragmatic mediation within the framework of the practices of assumption of responsibility of the pupils in difficulty. |
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| ISSN: | 1954-3077 |