Logbooks and the Work of Secondary-School Teachers
Lahanier-Reuter, Dominique
Logbooks and the Work of Secondary-School Teachers - 2010.
96
Among the various professional writing that secondary and high school teachers produce during the school year, this article studies that of logbooks and diaries. Our corpus is made up of diaries and logbooks from various classes of secondary schools (age 11-16) and high schools (age 17-18), as well as the increasingly common '˜cyber-logbooks'. We look at the diversity of these writings and consider them as objects of a single genre, that of the logbook, analysing in turn their formal, linguistic, and subject-specific aspects. Our aim is twofold. On one hand we seek to highlight some of the tensions which recur throughout the writings under study : tension between writing for work - keeping a logbook is a mandatory activity - and writing about work - these being just as much recordings of classroom sessions as indications of intended activities ; tensions brought about by the many perceived addressees (school inspectors, pupils, parents...) ; or tension between some of the roles that the teachers attribute to these writings and the posture as scriptor which they associate with them : on one hand the production of models of writing for reproduction by pupils ; on the other a type of institutional control. But our aim is also to improve understanding of the didactic aspects of such writing, thus illuminating the work of the teacher. We thus analyze the time-frames in which such writing is situated, and those which it reveals, the positions of the various actors and the areas for study which they suggest, and finally the didactic roles it may fulfill, such as contributing to the production of records of teaching practices.
Logbooks and the Work of Secondary-School Teachers - 2010.
96
Among the various professional writing that secondary and high school teachers produce during the school year, this article studies that of logbooks and diaries. Our corpus is made up of diaries and logbooks from various classes of secondary schools (age 11-16) and high schools (age 17-18), as well as the increasingly common '˜cyber-logbooks'. We look at the diversity of these writings and consider them as objects of a single genre, that of the logbook, analysing in turn their formal, linguistic, and subject-specific aspects. Our aim is twofold. On one hand we seek to highlight some of the tensions which recur throughout the writings under study : tension between writing for work - keeping a logbook is a mandatory activity - and writing about work - these being just as much recordings of classroom sessions as indications of intended activities ; tensions brought about by the many perceived addressees (school inspectors, pupils, parents...) ; or tension between some of the roles that the teachers attribute to these writings and the posture as scriptor which they associate with them : on one hand the production of models of writing for reproduction by pupils ; on the other a type of institutional control. But our aim is also to improve understanding of the didactic aspects of such writing, thus illuminating the work of the teacher. We thus analyze the time-frames in which such writing is situated, and those which it reveals, the positions of the various actors and the areas for study which they suggest, and finally the didactic roles it may fulfill, such as contributing to the production of records of teaching practices.
Réseaux sociaux