L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction
In French primary schools, SEN teachers in charge of helping children with learning difficulties (maîtres E) see their job rigorously questioned and transformed. We present the findings of research which has allowed us to explore, through their collaborative practice, the work of experienced SEN tea...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2011-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/ree/4988 |
| _version_ | 1798028162705129472 |
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| author | Serge Thomazet Pascale Ponté Corinne Mérini |
| author_facet | Serge Thomazet Pascale Ponté Corinne Mérini |
| author_sort | Serge Thomazet |
| collection | DOAJ |
| description | In French primary schools, SEN teachers in charge of helping children with learning difficulties (maîtres E) see their job rigorously questioned and transformed. We present the findings of research which has allowed us to explore, through their collaborative practice, the work of experienced SEN teachers. The research aims to determine the evolution and reconfiguration of this practice during the transition stage. Faced with the complexity of the object of our research, we combined the methodologies and dual analyses of sociology of organizations (Crozier & Friedberg, 1977) and ergonomic psychology (Leplat, 1980). Consistent with this underpinning, we carried out a formal, qualitative, longitudinal study. Results show the existence of tensions within the profession, especially between SEN teachers and colleagues. These tensions reveal the presence of an area of dynamic, changing collaboration, likely to bring about a shift in what the job means and encompasses. First, a fundamental shift, shared by all, from the role of primary school teacher to that of SEN teacher; next a shift which leads SEN teachers, under prescriptive pressure, to adopt new practices of indirect support, organised as a system, including those involved (parents, class and SEN teachers, other professionals.) |
| first_indexed | 2024-04-11T19:03:16Z |
| format | Article |
| id | doaj.art-bf58f6237e4e4d95b0ce3a9f36f8e7db |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-04-11T19:03:16Z |
| publishDate | 2011-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-bf58f6237e4e4d95b0ce3a9f36f8e7db2022-12-22T04:07:53ZfraNantes UniversitéRecherches en Éducation1954-30772011-06-011110.4000/ree.4988L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)constructionSerge ThomazetPascale PontéCorinne MériniIn French primary schools, SEN teachers in charge of helping children with learning difficulties (maîtres E) see their job rigorously questioned and transformed. We present the findings of research which has allowed us to explore, through their collaborative practice, the work of experienced SEN teachers. The research aims to determine the evolution and reconfiguration of this practice during the transition stage. Faced with the complexity of the object of our research, we combined the methodologies and dual analyses of sociology of organizations (Crozier & Friedberg, 1977) and ergonomic psychology (Leplat, 1980). Consistent with this underpinning, we carried out a formal, qualitative, longitudinal study. Results show the existence of tensions within the profession, especially between SEN teachers and colleagues. These tensions reveal the presence of an area of dynamic, changing collaboration, likely to bring about a shift in what the job means and encompasses. First, a fundamental shift, shared by all, from the role of primary school teacher to that of SEN teacher; next a shift which leads SEN teachers, under prescriptive pressure, to adopt new practices of indirect support, organised as a system, including those involved (parents, class and SEN teachers, other professionals.)http://journals.openedition.org/ree/4988educational cooperation and collaborationteaching professionteacher identity and professional |
| spellingShingle | Serge Thomazet Pascale Ponté Corinne Mérini L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction Recherches en Éducation educational cooperation and collaboration teaching profession teacher identity and professional |
| title | L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction |
| title_full | L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction |
| title_fullStr | L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction |
| title_full_unstemmed | L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction |
| title_short | L’enseignant spécialisé chargé de l’aide à l’école primaire : un métier en (re)construction |
| title_sort | l enseignant specialise charge de l aide a l ecole primaire un metier en re construction |
| topic | educational cooperation and collaboration teaching profession teacher identity and professional |
| url | http://journals.openedition.org/ree/4988 |
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