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Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d’efficacité personnelle et du statut de l’élève dans trois disciplines : le cas d’enseignants du Cycle III de l’école primaire

Abstract : Our research about the informal oral assessment practices of teachers is contributing to describe, explain, understand modalities and dynamics of teaching into their links to learning students.We state the following conjecture : "During a scholarly year, informal oral assessment practices of teachers belong to dynamic between teacher's personal and professional resources, their professional environments and "what is emerging" in teaching-learning situations".Four 3rd class teachers have been filmed, each of them nine a year, for three lessons: French, Mathematics and Physical Education each trimester. We study "Oral Assessment Unities" linking verbal and non verbal. Teacher's professional resources are updated by research of their own self efficacy. Their professional environment is sensed through the status that they give to their students.These teachers are frequently assessing, of their own initiative, their reports are short, sometime implicit (non verbal contributing to get meaning). “Low" pupils are most frequently assessed. Teachers are less assessing in Physical Education. More often, when self efficacy is high, assessments are "positive" for "high" pupils; when self efficacy is moderated, assessments are "negative" mainly in Physical Education; when self efficacy is "low", assessments are "negative" for the entire class.
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Submitted on : Friday, February 10, 2012 - 8:42:52 AM
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Nicole Raybaud Raybaud-Patin. Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d’efficacité personnelle et du statut de l’élève dans trois disciplines : le cas d’enseignants du Cycle III de l’école primaire. Education. Université Toulouse le Mirail - Toulouse II, 2011. Français. ⟨NNT : 2011TOU20111⟩. ⟨tel-00668586⟩

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