La démarche de projet : une démarche émancipatrice pour les élèves

Abstract : The teaching method in this 'project approach' is different in that the positions of the teacher and the pupils are modified. The focus of this thesis/dissertation/essay is to examine the implications of using this approach, what the teacher has to change in order to implement it, and the effect it has on pupils. My hypothesis is that the modification of the teacher's behaviour during a project allows pupils to become more autonomous and to become independent from their teacher. In order to test this hypothesis, I showed my pupils videos of their behaviour in class which allowed them to observe their lack of autonomy. We then worked together to find solutions to these problems, and to develop plans that would allow them to learn how to act in an independent way. This allowed us to see that once pupils attribute meaning to their actions, and as long as the teacher accompanies and supports them rather than dictating and imposing, pupils gain control and understanding of their own learning methods. Their self-esteem and confidence in their own abilities improves and they are more likely and able to become independent. Using this approach to the work as a project seems to be a good way to accompany pupils in their personal development, allowing them to become citizens with a deep situational awareness.
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Master Thesis
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Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Tuesday, November 27, 2018 - 11:51:25 AM
Last modification on : Friday, June 14, 2019 - 1:19:51 AM
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  • HAL Id : dumas-01936161, version 1


Maroussia Chaltiel. La démarche de projet : une démarche émancipatrice pour les élèves. Education. 2018. ⟨dumas-01936161⟩



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