De la prise en charge spécialisée au retour en classe : comment médiatiser le transfert ? (notice n° 764242)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123103546.0 |
| 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 | Députier, Florence |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | De la prise en charge spécialisée au retour en classe : comment médiatiser le transfert ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 92 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Les enseignants spécialisés à dominante pédagogique, souvent appelés maîtres E, aident les élèves de l’école primaire qui rencontrent de grandes difficultés lors des apprentissages. L’un des objectifs majeurs de la prise en charge E consiste à convoquer les dispositifs nécessaires afin que l’élève puisse renouer avec les apprentissages, en transférant les acquis de l’aide vers le quotidien de la classe, lieu où l’écolier apprend. Ces acquis concernent aussi bien les savoirs, les démarches, les opérations de la pensée que la confiance ou la motivation. Ils sont favorisés par l’interaction maître E-élève. Il est possible de distinguer deux postures de cette interaction : la tutelle collaborative, selon le modèle brunerien, et la médiation distanciée 1.Nous mettons en réflexion l’hypothèse selon laquelle, la complémentarité des postures, identifiées selon la temporalité de l’aide, est efficiente. Pour nourrir cette réflexion, il y a lieu, dans un premier temps, d’effectuer un retour vers le concept de transfert, dans le champ des apprentissages scolaires et de l’aide spécialisée. Le propos est, dans un deuxième temps, illustré de cas concrets, relevés lors de séances E, permettant d’identifier la conduite développée par le maître spécialisé. L’analyse de ces postures permet, enfin, de comprendre comment tutelle et médiation, d’une part, partenariat avec le maître de la classe, d’autre part, peuvent favoriser le transfert vers la classe, par l’élève, de ses acquisitions. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Teachers that specialise in pedagogical theory, Often called in French ‘Maîtres E’, help primary school pupils who are experiencing major difficulties in their studies. One of the major goals of care from Maîtres E consists of bringing together the tools necessary for the pupil to regain his or her learning momentum by transferring the things that the pupil has learnt to day-to-day classroom life, where learning takes place. These things learnt include knowledge, strategies, and thought processes as well as confidence and motivation. They are strengthened by the interaction between the maître E and the pupil. Two different approaches may be distinguished in this interaction: collaborative supervision, using a Brunerian model, and distanced mediation.We will reflect on the hypothesis in which the complementary nature of these approaches, which are identified according to the temporality of the help, is efficient. To support this reflexion, we will first need to go back to the concept of transfer, in the context of classroom learning and specialised aid. The hypothesis is then illustrated using concrete cases taken from Maître E meetings that enable us to identify the behaviour developed by these teachers. Finally, analysis of these behaviours allows us to understand how supervision and mediation, along with a partnership with the classroom leader, can facilitate the pupil’s transfer of what he or she has learnt to the classroom situation. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Tutelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Partenariat |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Médiation distanciée |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Transfert |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Remédiation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Distanced mediation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Transfer |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Partnership |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Supervision |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Remediation |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Perraudeau, Michel |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 42 | 2 | 2008-07-01 | p. 99-111 | 1957-0341 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2008-2-page-99?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2008-2-page-99?lang=fr&redirect-ssocas=7080</a> |
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