| 000 | 01519cam a2200205 4500500 | ||
|---|---|---|---|
| 005 | 20250202080138.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aGagnon, Roxane _eauthor |
| 700 | 1 | 0 |
_a Guillemin, Sonia _eauthor |
| 700 | 1 | 0 |
_a Ticon, José _eauthor |
| 700 | 1 | 0 |
_a Bourdage, Rosalie _eauthor |
| 700 | 1 | 0 |
_a Ducrey Evéquoz, Caroline _eauthor |
| 245 | 0 | 0 | _aFrom Literary Tweet to enriched Oral narrative in the Secondary School Slassroom: The Role of the Analysis of Pupils’ Productions in the Elaboration of a teaching Sequence |
| 260 | _c2025. | ||
| 500 | _a11 | ||
| 520 | _aThis contribution presents the process of co-creating a teaching sequence in a research-design project. The sequence focuses on the transformation of a literary tweet into an enriched spontaneous oral narrative. After outlining the didactic model of the genre, we detail the characteristics of the sequence, co-constructed with lower secondary school teachers in French-speaking Switzerland. Then, through a qualitative analysis of the pupils’ productions at the beginning and end of the experiment, we examine the effects of the teaching sequence proposed as the design to be experimented with. The findings of this analysis enable us to formulate ways of transforming the engineering of the sequence, in line with the logic of the research-design approach. | ||
| 786 | 0 | _nPhronesis | 14 | 1 | 2025-01-10 | p. 200-217 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2025-1-page-200?lang=en&redirect-ssocas=7080 |
| 999 |
_c1061544 _d1061544 |
||