Pre-school teacher specialisation in light of the science and technology curriculum
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TexteLangue : français Détails de publication : 2025.
Ressources en ligne : Abrégé : This article explores the concept of specialism from a double perspective: in the case of preschool teachers and the prescribed domain, “discovering the living word and the world of objects and matter”. From a theoretical perspective of curriculum didactics, investigations were conducted at various scales (macro, medium and micro) and achievement levels (prescribed, described, carried out) from the complementary corpus: national prescriptions, preparation sheets, questionnaires, and classroom observations. Analysis of these corpora allows us to characterise professional skills and identities that outline preschool teachers’ specialism.
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This article explores the concept of specialism from a double perspective: in the case of preschool teachers and the prescribed domain, “discovering the living word and the world of objects and matter”. From a theoretical perspective of curriculum didactics, investigations were conducted at various scales (macro, medium and micro) and achievement levels (prescribed, described, carried out) from the complementary corpus: national prescriptions, preparation sheets, questionnaires, and classroom observations. Analysis of these corpora allows us to characterise professional skills and identities that outline preschool teachers’ specialism.
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