Ordre social du stage en enseignement : Analyse des significations partagées en situation de classe
By the end of the twentieth century, teaching internship had become a central and normal part of professional training courses. However, few questions have been asked about its complexity, or about the difficulties it involves. This contribution takes an interactionist approach to examining an invis...
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| Format: | Article |
| Language: | fra |
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Université de Provence
2023-12-01
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| Series: | Questions Vives |
| Subjects: | |
| Online Access: | https://journals.openedition.org/questionsvives/8520 |
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| Summary: | By the end of the twentieth century, teaching internship had become a central and normal part of professional training courses. However, few questions have been asked about its complexity, or about the difficulties it involves. This contribution takes an interactionist approach to examining an invisible part of the activity: the construction of meanings in a classroom situation. Through the eyes of three co-present actors (trainee, supervisor and pupils), a goffmanian analysis of discourse identifies plural perceptions of the classroom scene and their actions. It also shows that, to maintain a certain social order, trainees, supervisors and pupils take on primary and secondary roles, far removed from the learning expected of both pupils and trainees. |
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| ISSN: | 1635-4079 1775-433X |