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Master Thesis

Tutorat entre pairs et formation à l’étayage dans le cadre d’une séquence de géométrie au CE2 (Cours élémentaire 2e année)

Abstract : To address heterogeneity in classes, peer tutoring is often presented as an efficient tool. It is quite famous in the field of collaborative learning. However, after give it a try in my class (3rd year of primary school), I asked myself: are tutors really able to help their classmates without any training curriculum ? On the contrary do they not hinder even more the learning process of pupils who struggle in school ? This dissertation records my study to answer those questions. It took place during geometry lessons as I observed peer tutoring in 15 cases. The results portray peer tutoring as an underperforming tool: tutors don’t ask questions, they don’t spend time explaining instructions and errors, worse still, a lot of them share incorrect knowledges or tend to guide too much and to do the exercices instead of their classmates. By analyzing those behaviours, this study finally puts forward a comprehensive training curriculum plan designed to set up peer tutoring in a progressive and efficient way in primary school.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02084675
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Friday, March 29, 2019 - 4:43:59 PM
Last modification on : Friday, October 23, 2020 - 4:59:01 PM

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  • HAL Id : dumas-02084675, version 1

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Raphaël Bantigny. Tutorat entre pairs et formation à l’étayage dans le cadre d’une séquence de géométrie au CE2 (Cours élémentaire 2e année). Education. 2017. ⟨dumas-02084675⟩

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