L'ACCOMPAGNEMENT PÉDAGOGIQUE EN SITUATIONS D'ÉCRITURE SCOLAIRE : UNE ANALYSE DES PRATIQUES ENSEIGNANTES

The present contribution deals with one of the didactic preoccupations of competency-based teaching. This is the issue of pedagogical accompaniment and the teaching planning responsible for its success. For this study, the focus is precisely on the didactic situations reserved for the teaching of school writing. In line with this perspective, the content focuses on a description of the teaching-learning context of writing skills in the FFL classroom at secondary schools in Algeria. By questioning its pedagogical reality, an analysis of teaching practices was undertaken, based on a predefined pedagogical foundation. The resulting description is the vector of a polymorphous situation whose incomplete meaning is inevitable. This then enables a didactic discussion which leads to pedagogical fine-tuning in terms of the planning of accompanying teaching practices in written production situations.