Literaturnachweis - Detailanzeige
| Autor/inn/en | Bautier, Élisabeth; Goigoux, Roland |
|---|---|
| Titel | Difficultés d'apprentissage, processus de secondarisation et pratiques enseignantes: une hypothèse relationnelle. |
| Quelle | In: Revue française de pédagogie, (2004) 148, S. 89-100 |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0056-7807; 0556-7807 |
| Schlagwörter | Allgemeinbildung; Beobachtung; Forschung; Methodologie; Bildungschance; Chancengleichheit; Soziale Ungleichheit; Identität; Selbstkonzept; Soziale Herkunft; Schüler; Lernmotivation; Wissenserwerb; Lernschwierigkeit; Didaktik; Unterrichtsprozess; Soziologie; Netzwerk; Theorie; Ziel; Europa; Frankreich |
| Abstract | Here are presented the conception, the theoretical frames and the methods of research of the works of the RESEIDA network [REcherches sur la Socialisation, l'Enseignement, les Inégalités et les Différenciations dans les Apprentissages], which deal with the processes at work in the production of learning inequalities among students; these inequalities prove to play an active part in the sociological differentiation at school. The converging results from previous works done by several teams belonging to the RESEIDA network made it possible to conclude that the production of inequalities as far as learning and access to knowledge are concerned results from a confrontation of the socio language and of the socio cognitive dispositions of the students on the one hand and from the obscurity and from the implicit character of school requisites on the other hand. Consequently this relational hypothesis tends to draw attention onto phenomena specific to school learning and to school knowledge as well as onto the difficulties that have to be overcome by some students in the field of identification, that is identification of the cognitive aims, of the "secondary" character of some tasks, of the objects of knowledge at stake. The refusal to take these difficulties into consideration, the failure to take charge of them plus the existence of specific ways of operating as well as of modes of adjustment to discrepancies among students in teacher practices may result in increasing the above mentioned difficulties and in reinforcing differentiations and inequalities. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005/3 |
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