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This article proposes a new analysis of data resulting from a study conducted in composite-class settings located in an isolated rural area of the Ardèche department in France. These classes share the common feature of having been selected by the educational authorities for the implementation of a c...
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| Những tác giả chính: | , , , , |
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| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Français |
| Được phát hành: |
2025
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| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | This article proposes a new analysis of data resulting from a study conducted in composite-class settings located in an isolated rural area of the Ardèche department in France. These classes share the common feature of having been selected by the educational authorities for the implementation of a co-teaching scheme. Through the clinical analysis of several interviews combined with observations of teachers working in these classes, the author identifies a number of avenues for understanding the possible psychological dynamics at play for teachers operating within such a framework. By analyzing the data concerning three pairs of teachers, we are able to put forward some hypotheses about the changes in each teacher's relationship to knowledge and to their pupils as a result of co-teaching. The article also examines the conditions for extending the notion of didactic transfer to two-teacher situations. Finally, based on research into the co-facilitation of training groups, the author invites us to consider the intertransferential dimension of the relationship between teachers in co-teaching situations. |
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