La résolution de problèmes au cycle 3 : une gestion de l’hétérogénéité des élèves caractéristique des enseignants stagiaires

Abstract : As part of our thesis, the aim of our research was to try to identify the professional competences (Altet, 1996 and 2009) that have been acquired or in the process of being acquired by new teachers during their training year. To do this, we observed six groups of three teachers, each composed of an experienced teacher and two trainees, through three organizational notions: task, time and teacher-students’ interactions management. We have identified among the teaching practices of the trainee teachers, relating to problem solving activities in Cycle 3 classes, organizers of typical practices that have an influence on students learning practices (in particular, the rate of students in the task). Some of these organizers are directly related to the management of class heterogeneity.
Document type :
Journal articles
Complete list of metadatas

http://hal.univ-reunion.fr/hal-02178573
Contributor : Réunion Univ <>
Submitted on : Wednesday, July 10, 2019 - 6:14:24 AM
Last modification on : Thursday, July 11, 2019 - 1:35:47 AM

Identifiers

Collections

Citation

Christine Françoise. La résolution de problèmes au cycle 3 : une gestion de l’hétérogénéité des élèves caractéristique des enseignants stagiaires. La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2019, Vers une société inclusive : diversités de formations et de pratiques innovantes, pp.195-219. ⟨https://www.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2019-1-page-195.htm⟩. ⟨10.3917/nresi.085.0195⟩. ⟨hal-02178573⟩

Share

Metrics

Record views

14