L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants
This paper shows how several teachers explain their ways of using illustrated books for children in the last year of french elementary school, five years after books usually used as teaching materials had to become learning objects, according to official programmes. The analysis of interviews conduc...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2015-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/ree/6999 |
| _version_ | 1811227040191348736 |
|---|---|
| author | Fabienne Rondelli Sophie Paté |
| author_facet | Fabienne Rondelli Sophie Paté |
| author_sort | Fabienne Rondelli |
| collection | DOAJ |
| description | This paper shows how several teachers explain their ways of using illustrated books for children in the last year of french elementary school, five years after books usually used as teaching materials had to become learning objects, according to official programmes. The analysis of interviews conducted with three teachers leads to acknowlege in one hand their will to take into account the didactic contributions legitimated by the research and teaching authorities, and in the other hand their partial awareness of the difficulty created by the available illustrated books that accumulate discursive, semiotic and thematic complexity factors. The mentioned systems, based on scenari often suggested during trainings (progressive unveiling, deconstruction of the iconotextual reality, etc.) collide with declared objectives that aim at disciplinary knowledge benefits (in history, in writing, in civic education) and textual understanding. In this context, self-confrontation is an effective tool at the disposal of the teacher aiming for professional reflexivity, and of the researcher able to uncover knowledge and beliefs about the use of illustrated books in the last year of french elementary school and then take another look at the support and training systems. |
| first_indexed | 2024-04-12T09:35:49Z |
| format | Article |
| id | doaj.art-8c6e4f3792c946f098acd8f297509744 |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-04-12T09:35:49Z |
| publishDate | 2015-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-8c6e4f3792c946f098acd8f2975097442022-12-22T03:38:15ZfraNantes UniversitéRecherches en Éducation1954-30772015-06-012210.4000/ree.6999L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignantsFabienne RondelliSophie PatéThis paper shows how several teachers explain their ways of using illustrated books for children in the last year of french elementary school, five years after books usually used as teaching materials had to become learning objects, according to official programmes. The analysis of interviews conducted with three teachers leads to acknowlege in one hand their will to take into account the didactic contributions legitimated by the research and teaching authorities, and in the other hand their partial awareness of the difficulty created by the available illustrated books that accumulate discursive, semiotic and thematic complexity factors. The mentioned systems, based on scenari often suggested during trainings (progressive unveiling, deconstruction of the iconotextual reality, etc.) collide with declared objectives that aim at disciplinary knowledge benefits (in history, in writing, in civic education) and textual understanding. In this context, self-confrontation is an effective tool at the disposal of the teacher aiming for professional reflexivity, and of the researcher able to uncover knowledge and beliefs about the use of illustrated books in the last year of french elementary school and then take another look at the support and training systems.http://journals.openedition.org/ree/6999writing and readingliterature (teaching/education/relationship) |
| spellingShingle | Fabienne Rondelli Sophie Paté L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants Recherches en Éducation writing and reading literature (teaching/education/relationship) |
| title | L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants |
| title_full | L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants |
| title_fullStr | L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants |
| title_full_unstemmed | L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants |
| title_short | L’album au cycle 3 : savoirs et croyances dans les pratiques déclarées des enseignants |
| title_sort | l album au cycle 3 savoirs et croyances dans les pratiques declarees des enseignants |
| topic | writing and reading literature (teaching/education/relationship) |
| url | http://journals.openedition.org/ree/6999 |
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