Notre recherche doctorale porte sur l’influence des pratiques d’enseignement du code alphabétique sur les progrès des élèves de cours préparatoire. Elle a pour objectif d’identifier des pratiques pédagogiques efficaces et de contribuer à la réflexion sur la formation professionnelle des enseignants. Elle constitue l’un des volets d’une enquête collective de grande ampleur dirigée par Roland Goigoux qui visait à évaluer l’influence des pratiques d’enseignement de la lecture et de l’écriture sur la qualité des apprentissages.La première partie de notre recherche est consacrée à la mise en évidence de relations causales entre les pratiques d’enseignement du code alphabétique et les performances des élèves en décodage et en orthographe. Nous nous intéressons tout d’abord à la question de la planification de l’enseignement, plus précisément à la vitesse d’étude des correspondances entre les graphèmes et les phonèmes (tempo) et à la part déchiffrable des textes utilisés comme supports d’enseignement de la lecture (rendement effectif). Nos résultats soulignent l’influence significative de ces deux variables sur la qualité des apprentissages, cette influence s’exerçant de manière différenciée selon le niveau des élèves à l’entrée du cours préparatoire. En outre, nous proposons une progression de l’étude du code alphabétique fondée sur la fréquence théorique des correspondances graphèmes-phonèmes des textes écrits en français standard pouvant servir de référence aux enseignants. Nous étudions également les effets du temps d’enseignement de l’encodage sur les acquisitions scolaires, effets qui se révèlent significatifs et positifs mais qui varient selon la nature des tâches proposées et les publics ciblés.Dans la seconde partie de notre thèse, nous nous attachons à comprendre et à documenter la conduite de l’activité de maitres expérimentés de cours préparatoire à des fins de formation professionnelle. Nous analysons une situation de référence de l’enseignement du lire-écrire à partir des enregistrements vidéo de trente-six séances de lecture collectives. Puis, nous décrivons des scénarios pédagogiques prototypiques et nous posons les bases d’une formation destinée à développer les compétences professionnelles des enseignants. Nous soulevons notamment la problématique de l’articulation de la résolution de tâches de code et de compréhension et celle de l’autonomie de déchiffrage offerte aux élèves. Nous présentons enfin la plateforme numérique que nous avons élaborée et qui permet de déterminer la part déchiffrable des textes utilisés lors des séances de lecture collectives. Cette plateforme nommée Anagraph aide les enseignants à planifier l’étude des correspondances graphophonémiques et à choisir des textes adaptés à l’enseignement de la lecture / Our doctoral research focuses on the influence of phonics instruction on first-grade students’ progress. Its purpose is to identify effective teaching practices and to contribute to the training of teachers. This research is part of a larger study conducted by Roland Goigoux, which aimed to assess the influence of reading and writing on the quality of learning.The first part of our research examines causal relationships between the characteristics of phonics instruction and students’ performances in decoding and spelling. First, we study the influence of the speed of teaching of grapheme-phoneme relationships (tempo) and of the decodable part of texts used to teach reading (rendement effectif). Our results reveal a significant influence of these two variables on the quality of learning, this influence being different according to students’ initial levels. Besides, we propose a planning of the phonics instruction based on the theoretical frequency of the grapheme-phoneme correspondences in texts written in standard French which can serve as references for the teachers. We also study the effects of the teaching time allocated to encoding tasks on reading achievement, effects which appear to be significant and positive but which vary according to the nature of the tasks and to students’ characteristics.In the second part of our dissertation, we attempt to analyze and document teaching practices of experienced first-grade teachers for training purposes. We analyze a reference situation of the teaching of reading and writing from the video recordings of thirty six collective sessions of reading. Then, we describe prototypical teaching scenarios and lay the foundations for a training intended to develop the professional skills of the teachers. Specifically, we raise the issue of the relationship between the resolution of decoding and understanding tasks and the autonomy that decoding success afforded the students. We finally present the digital platform we designed, which allows calculating the decodable part of texts used during reading instruction. This platform named Anagraph has been designed to help teachers plan the study of the grapheme-phoneme correspondences and to choose texts adapted to their teaching

Made available in DSpace on 2016-08-03T16:16:11Z (GMT). No. of bitstreams: 1 Maria Matilde Antonelli.pdf: 3019163 bytes, checksum: b1fa56e5a12288562365f215644e6ba2 (MD5) Previous issue date: 2009-03-19 / This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation and report of their life history with the intention to answer the following questions: What is there of significance in the well succeeded practice of these teachers? Which knowledge is mobilized with students in the process of reading and writing? How do the teachers deal with different knowledge of the students and with the situations that they face with a possible absence of knowledge? Initially I describe the historical context of the read and write process in 1983 with the implantation of the Basic Cycle (DURAN, 1995), period in which the target teachers of this research began their teaching career in the state web of schools and were challenged to face a new forms of thinking the read and write process within the psychogenesis of the written language (FERREIRO AND TEBEROSKY, 1979), which takes as basis the Piaget constructivism in a dialogic action with authors who prioritize the reflection on knowledge and pedagogical practice. (FREIRE, 1996, OLIVEIRA, 1997, ALARCÃO 2005 AND TARDIF, 2007). The results show that the construction of knowledge of the teachers in the conduct of the work in classrooms occur along with the trajectory of formation and pedagogical acting in different moments. In the dialogue with live experience with produced pedagogical material in the relation with the children they work with in the course of formation in which they take part in the partnership and exchanges with teachers. The creativity facing the challenges of read/write process make they reorganize the knowledge and look for knowledge in which the quality of their intervention and pedagogical actions attend the diversity which constitutes the classroom space. Because they believe in the capacity of children they present challenging activities which can make possible the reflection on the reading and writing processes. Always respecting the previous knowledge of the students who interact with them and constructing knowledge.(AU) / Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras? Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas, com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study has as its object of study the experience of inmates who are monitors/educators in the education of adult prisoners in the São Paulo penitentiary system. The research field was constituted by six prisons: Penitenciária de Serra Azul I, Penitenciária de Serra Azul II, Penitenciária Desembargador Adriano Marrey Guarulhos I, Penitenciária José Parada Neto Guarulhos II, Penitenciária Feminina do Butantã CPP and Penitenciária Dr. Sebastiao Martins Siqueira. There were 30 subjects, 28 men and 02 women, 27 being prisoners monitors and 03 educational managers. The specific objectives were: a) revisiting historical dimensions of the prison institution and its constitution, as well as characterize the Brazilian prison system, deepening particularities of the constituent aspects in São Paulo and in the prisons investigated; b) analyzing the legal and curricular guidelines of the education in prison; c) recording and reflecting on the identity of the educators who are prisoners; d) registering, reflecting and analyzing the concepts, knowledge and practices of educators who are prisoners in what relates to citizenship, education, justice in the context of the Department of Penitentiary Administration of São Paulo state. It was a qualitative research based on the procedures of oral history in an interdisciplinary vision. In order to achieve the objectives the following instruments were chosen: literature search; analysis of written documents such as laws, guidelines, educational material; and conducting oral interviews with inmates who are educators and managers. We also used theoretical contributions of cultural studies, narrative research, teachers education, teacher knowledge and the education of young and adult people (EYAP). The narratives of prisoners who are educators revealed a different profile, since they come from well-structured families, work inside and outside the prison and keep good family relationship. Four of the monitors have a college degree and the others have graduated in high school. Another identified trait among them was that of religious conversion in prison. Some of them have become educators and religious leaders. A number of reasons have motivated them to become educators in prison. Inmates monitors were considered good teachers, even without proper training. With the difficulties they admitted that they could develop a better work with the input of other learning materials. The analysis of the educational proposal and the voices of the subjects evidenced that the experience conducted by FUNAP was successful since it valued the subjects and the construction of knowledge and unique practices in the prison educational environment. That way it deserves to be preserved and valued. We have concluded that education in prison should not be a mere transposition of the process developed in regular schools, but a specific EYAP that considers the singularities of the prison environment and subjects as teachers to acknowledge the contradictions, and values the freirean ideals of liberating and emancipator education. / Esta tese tem como objeto de estudo a experiência de presos monitores/educadores na educação de adultos presos do sistema penitenciário paulista. O campo da pesquisa foram seis unidades prisionais: Penitenciária de Serra Azul I, Penitenciária de Serra Azul II, Penitenciária Desembargador Adriano Marrey Guarulhos I, Penitenciária José Parada Neto Guarulhos II, Penitenciária Feminina do Butantã CPP e a Penitenciária Dr. Sebastiao Martins Siqueira. O universo de colaboradores foi composto de 30 sujeitos, 28 homens e duas mulheres, sendo 27 presos monitores e 03 gestores educacionais. Os objetivos específicos do estudo foram assim delimitados: a) revisitar dimensões históricas da constituição da instituição prisional, bem como caracterizar o sistema prisional brasileiro, aprofundando particularidades dos aspectos constitutivos no estado de São Paulo e nas unidades prisionais investigadas; b) analisar as diretrizes legais e curriculares da constituição da educação escolar prisional; c) registrar e refletir sobre a identidade docente dos educadores (as) presos (as) e; d) registrar, refletir e analisar as concepções, os saberes e as práticas de educadores (as) presos (as) relacionadas à cidadania, à educação, à justiça no contexto da Secretaria de Administração Penitenciária do Estado de São Paulo. A pesquisa ancorou-se na abordagem da pesquisa qualitativa, pautada nos procedimentos da história oral temática em uma visão interdisciplinar. Para atingir os objetivos propostos foram escolhidos os seguintes procedimentos metodológicos: pesquisa bibliográfica; a análise de documentos escritos, tais como leis, diretrizes, material didático; e a realização de entrevistas orais com os presos educadores e gestores. Recorremos aos aportes teóricos dos estudos culturais, da pesquisa narrativa, formação de professores, saberes docentes e a educação de jovens e adultos. As narrativas dos educadores presos investigados revelaram possuir um perfil diferenciado, uma vez que vieram de famílias bem estruturadas, que trabalhavam fora e dentro da prisão e que mantêm laços familiares. Quatro dos monitores possuem curso superior e os demais ensino médio completo. Outro traço identificado, entre eles, foi o da conversão religiosa no interior do presídio. Assim, alguns deles tornaram-se educadores e líderes religiosos. Múltiplas razões os motivaram a tornarem-se educadores no presídio. Os presos monitores se consideraram bons professores, mesmo sem a formação adequada e com as dificuldades impostas, admitiram que poderiam ser melhores com o aporte de outros materiais didáticos. A análise da proposta educacional e das vozes dos sujeitos, evidenciou que a experiência paulista desenvolvida pela FUNAP foi uma experiência exitosa, na medida em que valorizou os sujeitos e a construção de saberes e práticas singulares nos espaços educativos da prisão. Neste sentido, merece ser preservada e valorizada. Concluímos que a educação nas prisões não deve ser uma mera transposição do processo desenvolvido nas escolas regulares, mas uma EJA específica que considere as singularidades do espaço prisional e dos sujeitos educandos e educadores, que reconheça as contradições e valorize os ideais freireanos de educação libertadora e emancipatória. / Doutor em Educação

Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality. / A Educação Ambiental (EA) é um amplo processo que traz à discussão, na ótica da formação de cidadãos críticos, reflexivos e participativos, os impactos sobre o ambiente em suas múltiplas dimensões, sejam elas naturais ou sociais. No entanto, quando desenvolvida no âmbito formal, a EA pode encontrar limitações impostas pelo seguimento da matriz de referência de instrumentos como o Exame Nacional do Ensino Médio (ENEM), que cria barreiras para a discussão dos problemas socioambientais em escala local. Esta dissertação teve por objetivo formar reeditores ambientais a partir da Metodologia da Problematização com o arco de Maguerez, voltada aos discentes do Centro de Excelência Dr. Milton Dortas, localizado em Simão Dias/SE. A unidade de ensino está localizada na microbacia do rio Caiçá, que tem suas águas poluídas quando adentra a zona urbana, além da visível degradação ambiental do seu entorno, negligenciada pelo poder público quanto à criação de políticas para mitigação do problema. O método de abordagem adotado no estudo foi o dedutivo. Como instrumentos procedimentais, foram realizadas Práticas de Ensino na Comunidade (PEC) a partir da Metodologia da Problematização com o arco de Maguerez, metodologia ativa e inovadora que insere a realidade local no cotidiano educacional. Inicialmente, foram selecionados trinta estudantes das três séries do Ensino Médio do referido colégio, que participaram das PEC que ocorreram em horário extracurricular às suas aulas, aos sábados, entre janeiro a junho de 2018. Primeiramente, foram analisadas as provas do ENEM aplicadas entre os anos de 2012 a 2017, que comprovaram a insuficiente abordagem de características locais em suas questões, direcionando os currículos escolares à discussão de escalas espaciais maiores e consequente omissão do lugar. No desenvolvimento das PEC, a partir do seguimento dos cinco passos da Metodologia da Problematização com o arco de Maguerez, os discentes puderam observar, conviver e aprofundar estudos a partir de um recorte da realidade da comunidade do entorno do rio Caiçá, com a qual levantaram hipóteses para solucionar a problemática socioambiental e realizaram intervenções de cunho educacional e sócio-político. A metodologia ativa utilizada proporcionou a formação de reeditores ambientais, pois relacionou conceitos e práticas de cidadania, proatividade, sustentabilidade e adaptou os conhecimentos apreendidos de forma contextualizada. Do mesmo modo, o desenvolvimento das PEC possibilitou a aproximação dos estudantes com a comunidade do entorno do corpo hídrico, o enfrentamento da problemática socioambiental do município e a participação na discussão inicial quanto à implantação de políticas públicas de EA para o município. / São Cristóvão, SE

Made available in DSpace on 2014-07-29T15:32:12Z (GMT). No. of bitstreams: 1 Izabella Peracini.pdf: 1181201 bytes, checksum: 51b29b1c1343e5e278f9d6db8e5a7eb4 (MD5) Previous issue date: 2009-06-19 / The aim of this research is to investigate the knowledge and the practices constituting the training of the Geography teacher. The relationship between knowledge and teaching practice is sought to be understood from the participation of this subject in the universe city, as school content. The subject city marks then, in this proposal, a point of reflection about the study of the space, in its dialectical understanding. It is having in mind the theoretical proposal of school Geography that I take a look at the teaching practice, as a bias which enables and promotes the training of students who are citizens and critical individuals who see the city as a place of rights, access, and social insertion. This research is considered a case study due to its nature, which aims to analyze the knowledge that a group of Geography teachers, who work at the Public Education Network, has upon the city. It is an inquiry that covers a qualitative approach for the analysis and observation of lessons and interviews. Having three chapters, this thesis is structured in parts which are interrelated and complete each other. Thus, the first part presents a discussion about the training of the Geography teacher emphasizing, specifically, the construction of professional knowledge that guides the teaching practice. In the second part of the text, a remark about school Geography and its contribution in the training of students is carried out. This chapter looks at the influence of the school quotidian in the construction of the knowledge of the students. The school experience and its routines come into play in the formation of interpersonal relationships among the individuals and in the production of knowledge. In the third part of this paperwork, the voices of the teachers subject of this research, who were observed in their classroom practice and interviewed-, are heard and discussed. It is tried, in this chapter, to articulate the issue of professional identity with the construction of knowledge of the teachers which refer to the subject city. It is at this moment that the subjectivity of the teacher is discussed, as a product or effect of knowledge and personal and professional experiences. From the considerations of the teachers interviewed, we identified different types of professionals who, when listing their beliefs about the teaching of Geography, allow distinctions which classify them as individuals resistant to change, conniving with the tradition of teaching, or as innovative individuals, who are trying to break free from the limitations which are imposed to them in the public activity of being a Geography teacher. / Esta pesquisa tem como objetivo investigar sobre os saberes e as práticas constitutivas da formação do professor de Geografia. A partir da participação desse sujeito no universo cidade, enquanto conteúdo escolar, busca-se entender a relação dos saberes com a prática docente. O conteúdo cidade demarca, então, nessa proposta, um ponto de reflexão sobre o estudo do espaço, em sua compreensão dialética. É com vistas à proposta teórica da Geografia escolar que lanço um olhar sobre a prática docente, como um viés que permite e promove a formação de alunos cidadãos e sujeitos críticos que vêem a cidade como um lugar de direitos, acesso e inserção social. Devido à natureza deste estudo, que objetiva analisar os saberes que um grupo de professores de Geografia, que ensinam na Rede Pública, possui sobre a cidade, essa pesquisa se constitui em um estudo de caso. Trata-se de uma investigação que abrange uma abordagem qualitativa para a análise e observação de aulas e entrevistas. Compondo-se de três capítulos, essa dissertação está estruturada em partes que se interrelacionam e se completam. Assim, a primeira parte apresenta uma discussão sobre a formação do professor de Geografia, enfatizando, especificamente, a construção do saber profissional que norteia a prática docente. Na segunda parte do texto, realiza-se uma reflexão sobre a Geografia escolar e sua contribuição na formação dos alunos. Este capítulo volta o olhar para a influência do cotidiano escolar na construção do conhecimento dos alunos. A vivência escolar e suas rotinas entram em cena na constituição das relações interpessoais dos sujeitos e na produção do saber. Na terceira parte deste trabalho, são ouvidas e discutidas as vozes dos professores, sujeitos desta pesquisa, que foram observados em sua prática de sala de aula e entrevistados. Tenta-se, neste capítulo, articular a questão da identidade profissional com a construção dos saberes dos professores referentes ao conteúdo cidade. É nesse momento que se discute sobre a subjetividade do professor, enquanto um produto ou efeito de conhecimento e experiências pessoais e profissionais. Com base nas considerações dos docentes entrevistados, identificamos diferentes tipos de profissionais que, ao elencarem suas crenças sobre o ensino da Geografia, permitem caracterizações que os classificam em sujeitos resistentes a mudanças, coniventes com a tradição do ensino, ou em sujeitos inovadores, que buscam romper com as limitações que lhes são impostas na atividade pública de ser professor de Geografia.

Depuis peu la question de la pédagogie universitaire en général, et du développement professionnel pédagogique (DPP) des universitaires en particulier est une question d’actualité en France. Toutefois ce concept reste polysémique et protéiforme. Qui plus est, d’aucuns attribuent à la France une spécificité à propos de ce DPP.Cette recherche appréhende le concept par le prisme de trois dimensions : les pratiques pédagogiques que déclarent mettre en œuvre les universitaires, leurs conceptions à propos de ce qui constitue un « bon » et un « mauvais » cours et enfin les attentes et besoins qu’ils expriment pour se développer pédagogiquement. Ce travail se réalise via un dispositif méthodologique mixte qui combine démarches qualitative et quantitative, et interroge des enseignants universitaires de disciplines et années d’expériences variées. Tant à propos de leurs pratiques, que de leurs conceptions ou encore de leurs attentes et besoins, les répondants ne forment pas un groupe homogène et leur DPP s’avère pouvoir être abordé sous différents aspects. Nos résultats font le constat que les pratiques d’enseignement et les conceptions sont encore très majoritairement inscrites dans un modèle magistral et transmissif. Mais avec une prise en compte de l’apprenant. Ce qui conduit les enseignants à identifier un besoin de soutien au DPP, mais une difficulté à identifier ce qui pourrait concourir à le satisfaire. Ce DPP apparaît comme un processus solitaire qui s’exerce dans un « isolement pédagogique ».Nous revenons sur la possibilité d’une spécificité française. Laquelle ne peut être démontrée si on analyse uniquement l’axe «enseignants». Ce qui conduit à envisager des perspectives d’analyse situationnelle. / Recently, teaching and learning in higher education, Faculty and educational development (FED) in particular, have become topical issues in France. However, the concepts are polysemic and protean. Moreover, some argue that there is a French specificity about FED. This research approaches the FED concept from three angles: teaching practices, faculty beliefs on what constitutes "good" or "bad" teaching, and their stated expectations and needs for professional development. This work was carried out with a mixed methodology combining qualitative and quantitative approaches, based on a survey of 174 academics of the same university, distributed across disciplines and various lengths of teaching experience. On the three accounts of practices, beliefs or expectations and needs, the population of respondents is heterogeneous and their FED may be approached in different ways. Our results point out that their teaching practices and views still predominately refer to the transmission model of teaching, blended with a consideration for the learner. This leads them to identify a need for support towards FED, but with a difficulty to identify what might contribute to satisfy it. FED appears as a solitary process that takes place in a "pedagogical isolation." When contemplating a possible French specificity, we concluded that it could not be established from the only perspective of academics. This leads to consider the prospects of a contextual analysis.

Au tournant des années 2000, un désir de renouveau pédagogique amène le ministère de l’Éducation du Québec à revoir ses programmes ministériels (2006 ; 2009) et à leur apporter plusieurs modifications de taille. Appuyé par les recherches sur le sujet, ce dernier accorde alors, dans ses écrits, une place enviable à l’acquisition et l’accroissement du vocabulaire (Graves, 1986 ; Mel’čuk et Polguère, 2007 ; Tremblay, 2004). Néanmoins, la réalité dans les écoles primaires au Québec est toute autre, alors que le lexique est formellement peu enseigné en classe (Anctil, Singcaster et Tardif, 2018), et ce, malgré le fait que les enseignants dressent un portrait lacunaire du vocabulaire de leurs élèves : imprécision et redondance des mots employés, difficultés de compréhension, etc. (Grossmann, 2011). Dans la plupart des cas, cela s’explique par le fait que les enseignants ont besoin d’être outillés (Beck, McKeown et Kucan, 2013) et c’est dans cette optique que nous avons décrit et analysé des pratiques effectives expertes sur le sujet. Pour réaliser cette recherche, 2 enseignants jugés experts dans l’utilisation de la littérature jeunesse, un outil à privilégier (Léon, 2004 ; Montésinos-Gelet, Dupin de Saint-André et Noël, 2008) dans ce contexte, ont été retenus. Nous nous sommes ensuite rendus dans leur classe respective afin d’observer et d’analyser leurs pratiques en contexte réel lors de 5 séances d’enseignement-apprentissage du vocabulaire réalisées à l’aide d’albums jeunesse. Pour rendre compte de leurs pratiques, nous avons élaboré une grille d’observations basée sur le modèle multi-agenda (Bucheton et Soulé, 2009), qui s’articule autour de 5 préoccupations, et le cadre de référence de Jackson (1966 ; 1968). Nous nous sommes intéressés aux pratiques enseignantes, aux dispositifs d’enseignement ainsi qu’aux apprentissages ciblés (mots issus des œuvres et relations lexicales fondamentales). Au terme de nos observations et de notre analyse, nos résultats démontrent notamment que les deux enseignants observés privilégient deux dispositifs d’enseignement différents, qu’ils utilisent tous deux la lecture répétée et que leur sélection des mots enseignés est variable. / At the turn of the last century, an ambition to renew the Quebec education system lead the Ministry of Education to significantly review and update its education programs (2006; 2009). One of the major changes to these programs, based on research on the subject, pertains to an increased focus on vocabulary acquisition and growth (Graves, 1986; Mel’čuk & Polguère, 2007; Tremblay, 2004). However, these changes have not necessarily been effectively implemented to daily classroom activities where lexicons are rarely formally taught (Anctil, Singcaster & Tardif, 2018), despite the fact that teachers routinely describe student vocabulary as inadequate with, among others, imprecise and redundant word use and comprehension issues (Grossmann, 2011). In most cases, this trend can be explained by the fact that teachers must be properly equipped to address this situation (Beck, McKeown & Kucan, 2013). It is with this in mind that we have therefore decided to describe and analyse effective practices in this field. To complete this research project, two teachers, considered experts in the use pedagogical use of youth literature, an important tool for vocabulary acquisition (Léon, 2004 ; Montésinos-Gelet, Dupin de Saint-André & Noël, 2008), were recruited. Their practices were observed and analyzed throughout five in class observations of vocabulary lessons in which child books were used a primary learning tool. To analyze the teaching practices employed, an observation matrix was constructed based on the multi-agenda model (Bucheton & Soulé, 2009), which is constructed around five principles, and Jackson’s framework (1966 ; 1968). Our main interests were the teaching practices employed, the pedagogical tools used, and the learning objective addressed, in this case vocabulary emerging from literature and fundamental lexical relationships. Our results demonstrate that both teachers favour two different teaching strategies, that both use repeated reading, and that the words selected for learning varied.

Cette recherche vise à mieux comprendre comment certain·e·s enseignant·e·s de français du secondaire forment leurs élèves à utiliser le dictionnaire électronique en classe en décrivant, d’une part, les savoirs et les savoir-faire liés à son utilisation qui font l’objet d’un enseignement en classe et, d’autre part, les pratiques relatives à l’enseignement de ces savoirs et savoir-faire. Pour parvenir à nos objectifs, nous avons mené des entrevues avec huit enseignant·e·s, qui ont également noté dans un journal de bord, pendant un mois, les activités ou les interventions sollicitant l’utilisation du dictionnaire électronique qu’ils·elles ont réalisées en classe. À la lumière de notre analyse des données, nous avons tracé le portrait des pratiques d’enseignement de chaque enseignant·e, et une comparaison des similitudes et des différences entre les portraits nous a ensuite permis de relever trois profils distincts de pratiques dont le but est de former les élèves à l’utilisation du dictionnaire électronique : 1) l’enseignement spontané, axé sur quelques éléments liés à son utilisation, 2) l’enseignement planifié en début d’année et spontané ensuite, axé sur une plus grande variété d’éléments et, enfin, 3) l’enseignement planifié régulier, qui intègre lui aussi une grande variété d’éléments liés à l’utilisation du dictionnaire électronique, mais qui comprend également des savoirs qui relèvent spécifiquement de l’usage du format électronique. Il ressort de notre étude que l’intégration d’un outil comme le dictionnaire électronique dans les pratiques d’enseignement est un processus long et complexe, et que la richesse des dictionnaires mis à la disposition des enseignant·e·s n’est pas garante d’un enseignement plus riche ou plus varié. À ce titre, nous pensons qu’une formation portant sur l’utilisation du dictionnaire électronique pourrait être utile aux enseignant·e·s en exercice de même qu’aux futurs·e·s enseignant·e·s, car elle leur permettrait de se familiariser avec son utilisation à titre personnel d’abord, une étape essentielle à l’intégration du DÉ dans les pratiques d’enseignement, et à titre pédagogique ensuite. / This research aims to better understand how some French secondary school teachers train their students to use the electronic dictionary in class by determining the knowledge and skills related to its use that are the subject of classroom teaching and by describing the practices related to the teaching of these dictionary skills. To achieve our goals, we conducted interviews with eight teachers, who also noted in a diary, for a month, the activities or interventions requiring the use of the electronic dictionary that they carried out in class. In the light of our data analysis, we drew a portrait of the teaching practices of each teacher, and a comparison of the similarities and differences between the portraits then enabled us to identify three distinct profiles of practices whose goal is to train students to use the electronic dictionary: 1) spontaneous teaching, focusing on a few elements related to its use, 2) teaching planned at the start of the year and spontaneous thereafter, focusing on a greater variety of elements and, finally, 3) regular planned teaching, which also incorporates a wide variety of elements related to the use of the electronic dictionary, but which also includes knowledge that relates specifically to the use of the electronic format. Our study shows that the integration of a tool such as the electronic dictionary into teaching practices is a long and complex process, and that the wealth of dictionaries made available to teachers does not guarantee richer or better teaching. As such, we believe that training on the use of electronic dictionary could be useful for practicing teachers as well as future teachers, because it would allow them to become more familiar with its use in a personal capacity first, and then for educational purposes.

Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.

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