Livrets de bord et travail des enseignants du second degré (notice n° 739581)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 04487cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123090850.0 |
| 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 | Lahanier-Reuter, Dominique |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Livrets de bord et travail des enseignants du second degré |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2010.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 19 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Parmi les écrits professionnels des enseignants de collège et de lycée, nous étudions les cahiers de textes et agendas qu’ils composent au long d’une année scolaire. Notre corpus est constitué d’agendas et de cahiers de textes de diverses classes de collège et de lycée de différentes disciplines scolaires, ainsi que de cyber-cahiers de textes, dont l’usage tend à se répandre. Nous explorons la diversité de ces écrits en les considérant comme des objets relevant d’un même genre, celui des livrets de bord, et en analysant tour à tour leurs caractéristiques formelles, linguistiques, disciplinaire. Notre objectif est double. Il s’agit pour nous de mettre en évidence quelques-unes des tensions qui structurent l’ensemble des écrits étudiés : tension entre écrits de travail - la tenue du cahier de textes fait partie des tâches prescrites - et écrits sur le travail - ils sont des enregistrements tout autant que des programmations de séances dans la classe ; tension générée par la multiplicité des destinataires perçus (inspecteurs, élèves ou parents d’élèves...) ; ou encore tension entre certains des rôles que les enseignants attribuent à ces écrits et les positions de scripteur qu’ils leur associent : production pour des élèves de modèles d’écriture à reproduire vs mode de contrôle institutionnel. Mais notre but est aussi de mieux comprendre les dimensions didactiques de ces écrits et par ce faire, celles du travail enseignant. Pour cela, nous analysons les temporalités auxquelles ces écrits se soumettent et celles qu’ils exposent, les positions des différents acteurs et les milieux pour l’étude que ces énoncés laissent entrevoir, enfin les fonctions didactiques que peuvent remplir ces écrits, telle l’aide à l’élaboration d’une mémoire didactique. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Logbooks and the work of secondary-school teachers 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. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cahiers de textes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | écrits didactiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | travailenseignant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | fonctions didactiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | agendas |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | écrits professionnels |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didacticrôle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | diaries |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactic writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teaching |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | logbooks |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Langage et société | 134 | 4 | 2010-12-15 | p. 55-78 | 0181-4095 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-langage-et-societe-2010-4-page-55?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-langage-et-societe-2010-4-page-55?lang=fr&redirect-ssocas=7080</a> |
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