Activités (Apr 2019)
Comprendre l’activité d’enseignant(e)s utilisant des formes pédagogiques coopératives nouvelles dans le secondaire
Abstract
This study focuses on collaborative pedagogical formats which are not widely used yet in secondary education. They are intended to be an alternative to class dialogues and seatwork, the two older and more widely spread educational formats. This study was conducted within the framework of situated cognitive anthropology. The results obtained show how the activity of three experienced teachers who have changed their teaching practices towards collaborative pedagogical formats (in history/geography, French and mathematics) tends to restructure in terms of: time and space organization; communication support and artifact utilization; and interaction modes among pupils as well as between the class and the teacher. Furthermore, this study reveals significant communication and relationship concerns on the teachers’ side, and a support approach rather than a teaching approach, which distance these teachers from the traditional school culture. In a French educational context where successive reforms lead to failures both in terms of improving student outcomes and well-being at school, understanding the reasons for these teachers’ actions and identifying the conditions that enabled them to make effective transformations of their class practices would appear to be very useful for nurturing initial training and continuing education.
