Skip to Main content Skip to Navigation
Master Thesis

L’étayage de l’enseignant au cours des discussions à visée philosophique avec attribution de rôles

Abstract : This research work was written with the aim of determining how the assignment of roles to students could impact the shoring performed by the teacher. This study is carried out more precisely during discussions with a philosophical aim within a class of CE1. This is a new organization as the teacher previously did not assign a role. The experiment is carried out at the end of the school period. In this way, the teacher changes his usual practice to best guide the two students to whom the roles of “talker” and “synthesizer” have been proposed. The teacher’s interventions have been classified into several categories in order to analyse his practice and in particular his way of modifying his shoring according to the role assignments.
Document type :
Master Thesis
Complete list of metadatas

https://dumas.ccsd.cnrs.fr/dumas-02440502
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Wednesday, January 15, 2020 - 11:14:45 AM
Last modification on : Thursday, May 14, 2020 - 7:06:02 AM
Long-term archiving on: : Thursday, April 16, 2020 - 1:41:08 PM

File

Roche-sur-Yon_BARJOLE_Julie_ME...
Files produced by the author(s)

Identifiers

  • HAL Id : dumas-02440502, version 1

Citation

Julie Barjole. L’étayage de l’enseignant au cours des discussions à visée philosophique avec attribution de rôles. Education. 2019. ⟨dumas-02440502⟩

Share

Metrics

Record views

57

Files downloads

49