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Master Thesis

S'autoriser à changer de posture pour autoriser les élèves à devenir acteurs de leurs apprentissages : cas d'un groupe de CE1 au sein d'une classe de CP-CE1

Abstract : This studie starts from an observation of my practice : during the situations I put in place during classes, I stay in a control posture. This posture implies a non-reflexive student posture. So, they do the requested task without returning. There is a main consequence of it : student are not giving any meaning to their learnings and they are less receptive to the notions. That’s why I want to change my posture to one more opened. So, my issue is "To allow yourself to let go of control to allow students to be actor of learnings". To analyse this work, I used the theoretical framework of Dominique Bucheton and Yves Soulé : the "multi-agenda" ; and also the "simplexe" created by Luc Ria. The analysis focuses on a confrontation of my point of view, the one of a beginner ans the one of an experienced teacher. With this study : I learnef which micro-gestures allow me to get out the control posture to occupy other one. This work also pushes me to reflect on the rest of my practice : how can I be less and less in control and so, how student can give always more meaning to what we do and learn in classe.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02418806
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Thursday, December 19, 2019 - 10:31:38 AM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM
Long-term archiving on: : Friday, March 20, 2020 - 1:59:49 PM

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  • HAL Id : dumas-02418806, version 1

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Ophélie Rezé. S'autoriser à changer de posture pour autoriser les élèves à devenir acteurs de leurs apprentissages : cas d'un groupe de CE1 au sein d'une classe de CP-CE1. Education. 2019. ⟨dumas-02418806⟩

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