Le corps et ses (dé)placements en classe : une dimension décisive dans le développement d’un style professionnel inclusif chez les enseignants. (notice n° 1634665)
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| fixed length control field | 03239cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260111132822.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Poymiro, Rémi |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le corps et ses (dé)placements en classe : une dimension décisive dans le développement d’un style professionnel inclusif chez les enseignants. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 48 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Donner à tous les élèves la possibilité d’apprendre au plus près de leur domicile et autant que possible en classe ordinaire implique une modification de la conception des pratiques pédagogiques. Dans ce contexte, l’enseignant cherche à s’adapter, plus ou moins consciemment : il doit anticiper les difficultés, mais aussi, bien souvent, inventer en temps réel quand la situation l’exige. Penser les (dé)placements dans la classe peut contribuer à l’anticipation des besoins éducatifs particuliers des élèves. On peut alors s’interroger sur les aménagements qui favoriseraient une éducation inclusive. L’organisation de l’espace a une influence sur les interactions entre les différents protagonistes de la scène pédagogique et elle est reliée à des conceptions éducatives propres. Elle conditionne d’une certaine manière les (dé)placements des enseignants et des élèves dans les différents lieux d’apprentissage. Nous questionnerons, au travers d’exemples issus d’entretiens avec des enseignants du second degré, la place du corps dans les interactions entre enseignants et élèves dans l’espace contraint de la salle de classe. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Giving all students the opportunity to learn as close as possible to their homes and as much as possible in regular classrooms implies a change in the design of teaching practices. In this context, the teacher seeks to adapt, more or less consciously: he must anticipate difficulties, but also, very often, invent in real time when the situation requires it. Thinking about how the teacher positions him/her self in the classroom and the manner in which he/she moves can contribute to anticipating the particular educational needs of students. We can then wonder about the arrangements that would promote inclusive education. The organization of space has an influence on the interactions between the different protagonists in the educational scene and is linked to their own educational designs. It conditions in a certain way the positions of teachers and students in the different learning places. We will question, through concrete examples from interviews with secondary school teachers, the place of the body in interactions between teachers and students in the constrained space of the classroom. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | classe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | déplacements |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | espaces pour apprendre |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | posture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | class |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | movements |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | posture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | spaces for learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teachers |
| 786 0# - DATA SOURCE ENTRY | |
| Note | L’Année de la recherche en sciences de l’éducation | 1 | 1 | 2024-10-31 | p. 262-271 | 1254-6852 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-l-annee-de-la-recherche-en-sciences-de-leducation-2025-2-page-262?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-l-annee-de-la-recherche-en-sciences-de-leducation-2025-2-page-262?lang=fr&redirect-ssocas=7080</a> |
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