Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3
In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil’s learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pe...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2020-03-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/8929 |
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| _version_ | 1832578829778944000 |
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| author | Guillaume Escalié Pascal Legrain |
| author_facet | Guillaume Escalié Pascal Legrain |
| author_sort | Guillaume Escalié |
| collection | DOAJ |
| description | In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil’s learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils’ psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils’ acquisitions. |
| format | Article |
| id | doaj-art-f235d44425254b878f83ca2dd1ea35d2 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2020-03-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-f235d44425254b878f83ca2dd1ea35d22025-01-30T13:37:34ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922020-03-015510.4000/edso.8929Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3Guillaume EscaliéPascal LegrainIn the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil’s learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils’ psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils’ acquisitions.https://journals.openedition.org/edso/8929dichotomy of continuity and changecollaborationcooperative learning designsteacher activitystudents’ motivation |
| spellingShingle | Guillaume Escalié Pascal Legrain Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 Éducation et Socialisation dichotomy of continuity and change collaboration cooperative learning designs teacher activity students’ motivation |
| title | Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 |
| title_full | Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 |
| title_fullStr | Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 |
| title_full_unstemmed | Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 |
| title_short | Accompagner par la recherche le changement des pratiques enseignantes au service de la continuité des apprentissages au cycle 3 |
| title_sort | accompagner par la recherche le changement des pratiques enseignantes au service de la continuite des apprentissages au cycle 3 |
| topic | dichotomy of continuity and change collaboration cooperative learning designs teacher activity students’ motivation |
| url | https://journals.openedition.org/edso/8929 |
| work_keys_str_mv | AT guillaumeescalie accompagnerparlarecherchelechangementdespratiquesenseignantesauservicedelacontinuitedesapprentissagesaucycle3 AT pascallegrain accompagnerparlarecherchelechangementdespratiquesenseignantesauservicedelacontinuitedesapprentissagesaucycle3 |