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Master Thesis

Apprentissage coopératif : les représentations et pratiques des enseignants de maternelle

Abstract : Cooperative learning is an educational method promoting active learning of pupils by using group work. Learing situation in restrictive and heterogeneous groups indeed tend to result in interactions between learners whose aim is to reach a common goal (Howden & Rouiller, 2010). That's why it's important to study teacher's practices. Recent works (C.R.E.S.A.S, 1987 & Baudrit, 2005) testify of its efficiency on students grades. In this way, our experience's objective was to study nursery school teachers' visions and practices describe of these teachers. We suppose that despite a favourable vision of cooperative learning for what it brings to pupils, teachers are also reluctant. They would use group work but without implementing cooperative learning measures. In order to verify our hypothesis we interviewed fourthy one kindergarten teachers through a questionnaire in order to collect their practices. Results confirm our hypothesis but however reflect a certain desire from teacher to implement measures encouraging cooperative learning even if they all of them do not allow it. But, these measures are not always effecient because of context. Therefore we can say that cooperative learning remains a concept asking question in its feasability with young pupils.
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Master Thesis
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Submitted on : Wednesday, July 10, 2013 - 4:20:41 PM
Last modification on : Tuesday, October 12, 2021 - 5:20:33 PM
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  • HAL Id : dumas-00843164, version 1


Émilie Lottici. Apprentissage coopératif : les représentations et pratiques des enseignants de maternelle. Education. 2013. ⟨dumas-00843164⟩



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