Traitement de l’erreur et inégalités. Quels « traits » pour analyser les pratiques enseignantes ?
In this paper, we examine the practices of two French primary school teachers: Camille (with pupils aged 4-6) and Anne (with pupils aged 9-10). Assuming that these teaching practices could help to limit or even reduce inequalities at school, we analyse them through the prism of various 'features' relating to the handling of the error(s) we observed in their respective classes.
Authors
- Lalina Coulange
- Julien Netter (ORCID: https://orcid.org/0000-0002-9222-7370)
- Grégory Train
Institutions
- Université de Bordeaux (FR)
- Université Paris-Est Créteil (FR)
- Centre interdisciplinaire de recherche "Culture, éducation, formation, travail" (FR)
- Université Paris 8 (FR)
Publication Details
- Journal
- Annales de didactique et de sciences cognitives
- Published
- 2025-01-01
- DOI
- https://doi.org/10.4000/14ebx
- Primary Topic
- Education, sociology, and vocational training
- Type
- article
- Field-Weighted Citation Impact
- 0.00