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Action du professeur et pratiques de formation : analyses en classes de cours préparatoires et dans une Cellule d’Animation Pédagogique, dans le contexte du Niger

Abstract : Our research focuses on the teacher's action and his interactions with students in the specific field of the study of digital in grade 2. The objective of this PhD dissertation is to analyze the teacher's action and his didactic practices in classes, and training practices in a CAPED in the Niger context. The first part of this PhD dissertation includes a presentation of the socio-economic and educational contexts in Niger. Then we examine the teaching practices in order to see if they allow students to take or not real responsibilities in relation to knowledge, and the appropriateness of collective design work sessions.In the second part, we present our theoretical tools, previous work related to our research objects, and the general problem tackled by our work. The third part is devoted to our methodological approach based on the study of textbook analyze, videos of classes and field observations. The fourth section discusses the mathematic resources used in the primary education in Niger and question the impact of these resources on the observed teachers' usual practices. The fifth and sixth sessions analyze empirical lessons in terms of topogenesis, and semiotic systems to study the knowledge involved in the didactic situations. In the seventh part, we propose an innovative in-service training based on the design of lessons in a collective CAPED. In conclusion, in an eighth part we first present a summary of our results, and then we present the perspectives that this research offers in terms of further developments of didactic engineering that could allow the implementation of a collaborative work between teachers and researchers
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Moussa Mohamed Sagayar. Action du professeur et pratiques de formation : analyses en classes de cours préparatoires et dans une Cellule d’Animation Pédagogique, dans le contexte du Niger. Education. Université Rennes 2, 2011. Français. ⟨NNT : 2011REN20045⟩. ⟨tel-00659005v2⟩

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