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Le débriefing après observation à l’école primaire comme situation réactive de développement pour l’enseignant et les élèves

Abstract : Since Piaget (1936), the concept of development has concerned the forms of adaptation deployed by the subject within his environment. Inspired by this constructivist perspective, many approaches, such as professional didactics (Pastré, 2011), problematization (Fabre, 2009, 2011) and investigation approaches (Grangeat, 2011, 2013) have advanced the idea of training through situations. As part of the socio-constructivist expectations of the latest teaching programs, we analyze teacher activity during a “débriefing after observation” (Villeret, 2008) about Moon phases conducted in primary school classes (Munoz & Villeret, 2012). In this article we examine whether “débriefing after observation” is a situation that allows for the development of teachers and pupils. We show that this activity allows pupils to learn, “problematize”, conceptualize and develop epistemologically based knowledge. It also allows the teacher to develop his skills to «do problematize» the pupils. These results allow us to discuss further the notion of «potential development situation» (Mayen, 1999) to complement it with the notions of “reactive and effective development situations”.
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Submitted on : Thursday, September 16, 2021 - 1:13:34 PM
Last modification on : Monday, September 20, 2021 - 4:07:33 PM

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Gregory Munoz, Olivier Villeret, Gaëtan Bourmaud. Le débriefing après observation à l’école primaire comme situation réactive de développement pour l’enseignant et les élèves. Revue Phronesis, Institut de recherche sur les pratiques éducatives/Champ social, 2018, 7 (4), pp.106-123. ⟨10.7202/1056323ar⟩. ⟨hal-03346455⟩

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