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La professionnalité des enseignants de l'école primaire : les savoirs et les pratiques.

Abstract : From the point of view of teacher training and teacher trainers, better knowledge of teaching profession is a key issue at a time when contextual changes exert great pressure on the teaching profession. In the context of polyvalence this research aims at defining and understanding the profession. It focuses on the study of teaching practices of ordinary teachers when they teach geography. More specifically the focus is on the teacher's didactic activities with an aim to identify the occasions on which they offer students (or fail to offer them) the opportunity to build a secondary relationship to the world. In order to analyse real working situations the contributions of geography didactics and education sociology have been used. Our methodology is based on a combination of observations and video recordings of classroom situations and on the post-class interviews of the nine teachers involved. The results of analyses carried out in varied professional contexts delineate a complex teaching profession, under siege, located upstream from subject-based learning. It is a teaching profession in which classroom management, student activity, student motivation and cross-curricular learning come before the question of subject knowledge. As a consequence teaching practices are focused on the child more than the student and do not promote the construction of a secondary relationship to the world.
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Contributor : Thierry Philippot Connect in order to contact the contributor
Submitted on : Thursday, January 7, 2010 - 9:28:00 AM
Last modification on : Thursday, October 14, 2021 - 1:10:08 PM
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  • HAL Id : tel-00444595, version 1



Thierry Philippot. La professionnalité des enseignants de l'école primaire : les savoirs et les pratiques.. Sciences de l'Homme et Société. Université de Reims - Champagne Ardenne, 2008. Français. ⟨tel-00444595⟩



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