L'accompagnement de l'écriture de nouvelles et de fables dans l'enseignement primaire et secondaire : études de pratiques françaises et belges
(2010)
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- (en) The thesis analyses the didactic interactions of six teachers when helping pupils in written narratives. After demonstrating the complexity of learning to write, we explain what specific obstacles emanate from literary genres very present in school : short fictions of fantasy and fables. Our analysis focuses on seven recordings of sequence of writing : two in primary school, two in middle school with the same teacher and three after high school in France and French speaking Belgium. Interviews with teachers aim to make them verbalize their feelings and didactic devices : thus we have talks with learners, we collect the draft and corrected copies. We make a typology of writing supports that the teachers bring to their students to master the art of short fictions, then we use our typology as an analytical tool of practices. This typology is based mainly on concept of scaffolding (Bruner, 1983), on the postures of Bucheton (2008) and on educational intervention sites (Turco 1987 ; Séguy 1989). It allows comparison of real practices with declared practices and to infer models disciplinary in acts (Garcia-Debanc, 2004) to identify the influence of curricula, learners and training course about support on writing.
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Beucher, C. (2010). L’accompagnement de l’écriture de nouvelles et de fables dans l’enseignement primaire et secondaire : études de pratiques françaises et belges. https://hdl.handle.net/2078.5/131148