De l’erreur et de ses modes de traitement aux débats de normes

The ways teachers deal with their students' errors reveal their practices, but also their relationship to the knowledge they teach and to the students to whom they address. Between improvisation regulated in situation and components of professional culture, these modes of doing have to do both with the multi-temporality and with the multi-addressing of teaching activity. Promoting the reflexivity of students and teachers on errors and their methods of processing requires thinking about and setting up space-times where debates on norms can develop between students and teachers, between students, between teachers, and even between researchers and teachers.