Enseigner l'écriture au cycle 3 : rapports entre les conceptions didactiques de la formation professionnelle initiale, les textes officiels et les représentations des enseignants

Abstract : My research addresses the teaching of writing skills, and the production of pieces of writings in third cycle (CE2, CM1 and CM2) of French primary schools in particular. Through the works of French didacticians on which I relied to understand the teaching of writing, the project of writing is seen as a motivating introduction to teaching that allows students to be active in their writings, while the usual school activity is strongly criticized. For many years, official programs echoed these didactic views. However, the most recent programs, these of 2008, mark a break and use only the term "writings" at the expense of "production of writings." These programs have therefore created a tension / raised a problem. Indeed, there is a break in the terminology used, thus creating a blur between the concepts of teaching writing in the 2008 programs and these of didactics. Because of this, I wonder how teachers are actually teaching writing. On what representation models do they base their representations to make third cycle pupils produce pieces of writing? What term do they use?
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Sandra Fleurantin. Enseigner l'écriture au cycle 3 : rapports entre les conceptions didactiques de la formation professionnelle initiale, les textes officiels et les représentations des enseignants. Education. Université Nancy 2, 2011. Français. ⟨NNT : 2011NAN21033⟩. ⟨tel-01749132⟩

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