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Master Thesis

Ma place d’enseignant masculin en école maternelle analysée grâce au cadre de l’apprentissage par problématisation

Abstract : Problem-based learning is a work process offered to pupils during which they use their initia representations of a subject to create a problem that they solve themselves, especially to build a permanent knowledge. This dissertation’s particularity can be found in the way we replace the pupils. Being two male trainee teachers, we started questioning ourselves about the place of male teachers in kindergarten, following an uneasy situation while taking the class to the toilet. Indeed, we noticed that it could be complicated sometimes to face certain particular situations involving pupils when you are a male teacher and we wanted to understand why it is like that. Therefore, it was a matter of adjusting the problem-based method to our own research work. The nitial representations are in our case the very first questions and thoughts that we have expressed thereupon, right after our first time taking the first year of preschool class to the toilet. It is from those initial representations that the problem is built. Thus, the issue that we have produced is the following: can we transpose C. Orange’s work on the problem-based learning to our own male trainee teacher questioning about the place of male teachers in kindergarten? Two research theories came clear to us. The first one is that this transposition of the problem-based learning to our situation would allow us to gain (thanks to the research) knowledge and skill, which are essential to our professional position. The second one is that this theoretical framework gives us the possibility to discover and understand how the male teachers (and men in general) in kindergarten, are considered and why. This once again to help us develop our professional position but also to prepare us in the best way to an eventual assignment in kindergarten. In order to verify efficiently our investigation’s legitimacy and to answer to our issue we have collected data through different media, all three of them addressing the “male teachers in kindergarten” topic: a debate with two professionals in kindergarten education, a questionnaire for teachers and students (male and female) and historical and statistical documents. An in-depth analysis of our collection allowed us to measure our issue’s concern. In other words, despite the method and our adjustment limits, as well as the stature of such a topic, we have managed to define necessities and obligations that allow people to have a better view of the professional position to adopt as a male teacher in kindergarten.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03041275
Contributor : Bibliothèque Inspé Académie Nantes Connect in order to contact the contributor
Submitted on : Friday, December 4, 2020 - 6:38:21 PM
Last modification on : Saturday, May 1, 2021 - 3:23:16 AM

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  • HAL Id : dumas-03041275, version 1
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Axel Barra, Gilles Grandguillotte. Ma place d’enseignant masculin en école maternelle analysée grâce au cadre de l’apprentissage par problématisation. Education. 2020. ⟨dumas-03041275⟩

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