Literaturnachweis - Detailanzeige
| Autor/in | Monfroy, Brigitte |
|---|---|
| Titel | La définition des élèves en difficulté en ZEP: le discours des enseignants de l'école primaire. |
| Quelle | In: Revue française de pédagogie, (2002) 140, S. 33-41 |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0556-7807 |
| Schlagwörter | Beziehung; Grundschule; Lehrerrolle; Schüler-Lehrer-Beziehung; Schüler; Schulversagen; Schülergruppe; Frankreich |
| Abstract | The category of "pupils in academic failure" was institutionally replaced by that, badly defined, of "pupils in difficulty". How do the primary school teachers in ZEP define, how do they identify and how do they manage pupils in difficulty in their class? The analysis of the primary school teachers' discourse shows that in this process of categorization, the pupils' behaviours prevail over the academic results. They are the object of an attribution external to the school situation which results in an "individuation" of pupils according to four types; the teachers declare themselves in difficulty with respect to these types. The question of "pupils in difficulty" poses that of the conditions which would allow teachers to pass from an individual conception of their profession to the construction of a collective definition and a collective responsibility. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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