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Master Thesis

Implication des élèves en séances d’EPS en cycle 3 : des leviers pour l’enseignant débutant

Abstract : This dissertation approaches the difficulties encountered as a beginner school teacher during PE sessions, and how to adopt a reflexive posture on the course of these sessions in order to improve our professional practice. This approach was carried out as part of the situated action, based on the premise that an activity can only be understood in context, because it is co-built with it: in connection with the students, the location, the artefacts used, the teacher's concerns, the educational methods chosen. The chosen method allows, through the viewing of a filmed session, to describe and explain one’s activity, professional choices to bring out one’s concerns, knowledge and representations during the action. It is by becoming aware of these concerns that a reflection on effective professional gestures to implement can emerge. Thus, this thesis focuses on a dance session in cycle 3, in which the teacher does not manage to involve all the students, and brings out levers to improve this involvement of the students, through the content of the sessions, the space management, a preparation centered on the students' learning.
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Master Thesis
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Submitted on : Friday, February 12, 2021 - 4:31:36 PM
Last modification on : Sunday, March 14, 2021 - 10:20:02 PM
Long-term archiving on: : Friday, May 14, 2021 - 9:33:50 AM


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  • HAL Id : dumas-03140254, version 1



Claire Monteux. Implication des élèves en séances d’EPS en cycle 3 : des leviers pour l’enseignant débutant. Education. 2020. ⟨dumas-03140254⟩



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