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Pratiques inclusives en mathématiques d’enseignants de classe ordinaire dans le premier degré

Abstract : The research carried out aims to describe the “inclusive practices of regular classroom teachers in the teaching of mathematics at primary level” within a context of necessary change for teachers in the French education system, who since 2005 have had to face the task of integrating pupils recognised as having institutional disabilities. The situational analysis carried out leads us to regard the schooling of such pupils as a new challenge for teaching culture, where the issue of accessibility to knowledge is a professional problem. Our research therefore focused on the following question: What question does the inclusion of a pupil recognised as having institutional disabilities raise about the praxeology of teaching? To explore this question, we need to take account of professional didactics as well as the Anthropological Theory of Didactics. Based on a dual institution study, the model of analysis that is constructed makes it possible to examine both work related to teaching in the classroom and to professional development. The research is carried out using digital recordings of lessons, interviews conducted before and after, as well as simple and cross analyses. It allows us to gain insight into the professional praxeology relating to such a task as that of “ensuring pupils recognised as having institutional disabilities have their place in a regular classroom environment”, as well as changes in teachers’ own personal relation towards inclusive education. Moreover, it contributes to a dialogue between professional didactics and the Anthropological Theory of Didactics by introducing the notional system of praxeology, institution and the personal relation of a subject X towards an object (O)
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Submitted on : Thursday, March 29, 2018 - 1:43:38 PM
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  • HAL Id : tel-01752367, version 1


Géraldine Suau. Pratiques inclusives en mathématiques d’enseignants de classe ordinaire dans le premier degré. Psychologie. Université de Lorraine, 2016. Français. ⟨NNT : 2016LORR0151⟩. ⟨tel-01752367⟩



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