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Recherche et formation, n°88/2018

Savoirs et normes pour enseigner

Edited by Jacques Crinon, Alain Muller

Recherche et formation



Knowledge and standards in teaching

If daily teaching practices are based on knowledge and standards, it seems necessary to analyze the following paths: their nature as redefined by teachers themselves, the gaps which exist between learned knowledge and institutional norms, the way in which they are constituted and sustained in relation to values and to perceptions of what is possible and what can facilitate the practice of the teaching profession. The papers in this issue present such analyses from different methodological approaches, at different levels of schooling, in the education systems of several French-speaking countries. They focus in particular on general public representations and the constraints they imply, on the part played by middle managers in the transmission and adaptation of standards, and on the plurality of standards and their evolution. They also deal with the mobilization of the notion of standards in training situations and their existing transformations in such situations.
Jacques Crinon
lien IdRef : 029999952

Contributions:
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Jacques Crinon, Ana Dias-Chiaruttini
Repères, n°55/2017
Interroger l'efficacité des pratiques d'enseignement de la lecture-écriture au cours préparatoire
Examining the effectiveness of teaching practices pertaining to reading and writing (literacy instruction) in primary school.
What brings about the effectiveness of the teaching of reading and writing at the beginning of compulsory primary schooling? And which practices favour weaker pupils? This edition of the review is resultant from the research "The influence of teaching practices of reading and writing on the quality of learning in the primary school".


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