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Master Thesis

La gestualité de l’enseignant pour accompagner l’autorité en classe à l’école primaire : vers une autorité gestuelle différenciée en fonction du niveau scolaire ?

Abstract : The present study deals with the teacher’s gesture, in terms of mimicking gesture and prosody, in authority contexts. The issue which is raised is the following: “Are there different gestures according to the school level?”. To answer this question, we have observed three classes in primary school (primary 1, primary 4 and primary 6) during a school morning. We have made video recordings followed by a transcription then an analysis. From this corpus, we focused on authority’s gesture occurrence in various times of the morning, in order to see if all or some of them were used by teachers at the same time in the morning. This, with the aim of wondering about the use of common strategic gestures, with a specific purpose, according to the moment and/or to the school level. To refine these results, we have compared the authority’s gesture with the type of verbal authority to a possible correlation between these indicators. The analysis of our results highlights that different authority’s gesture are used according to the teacher but not to the class’ level.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01799659
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Submitted on : Friday, May 25, 2018 - 8:39:40 AM
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  • HAL Id : dumas-01799659, version 1

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Marie Lex. La gestualité de l’enseignant pour accompagner l’autorité en classe à l’école primaire : vers une autorité gestuelle différenciée en fonction du niveau scolaire ?. Education. 2017. ⟨dumas-01799659⟩

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