33 | 2018
Approches de la catégorisation en éducation
and Lara Laflotte
The situations of interaction in the teaching-learning context are discussed in this journal by observing how teachers view their students and vice-versa. These perceptions are considered from the perspective of the categorizations the students are subjected to, and conversely by the categorizations the teachers and their lessons are subjected to. After an editorial in which the specific organization of the dossier is explained, the first two articles, which are discussed in the third one, address the following questions: How do the teachers categorize their students? Do they use particular pedagogical routines linked to these categories? The following two articles broach categorization from the students’ point of view and their meta-perception (how do they feel they are categorized by their teachers?). The final article illustrates the categorization approach from an interactional perspective.
-
Dossier
-
Edito - Categorizations in teaching and learning situations
-
Studying operative categories to analyze the activity of teachers
-
Analysis of the links of students’ categorical typicity with classroom interactions’ frequency and quality
-
The schemes of regulation of the activity of teachers
-
How do students categorize their lessons/teachers? Studying operative categories in a class of 13-14 year-old agricultural education students
-
Métaperception en milieu scolaire : quand les élèves anticipent la catégorisation de l’enseignant [Full text]Metaperception in schools context: when students anticipate teacher’s categorization
-
Categorization, from cognition to interaction
-
-
Varia
-
What is the occupation of teacher-referent? Cartography of work
-
The new boarding schools in education action zones. Contributions and limits of contemporary pedagogical school support projects.
-
How to analyze what teachers do to prepare their lessons? Sketching a conceptual frame
-
-
Recensions
RSS feed
