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Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez des professeurs des écoles débutants

Abstract : This dissertation aims to provide knowledge on the professional development of teachers of beginner schools in the reading literary texts. The theoretical framework, built at the crossroads of the analysis of teaching activity, the didactics of comprehension and literary reading and the sociology of education, makes it possible to situate this development within a complex system: teacher activity; that of initial training; that of reading literary texts. The composite methodological framework leads to the development of a quantitative survey aimed at capturing the corpora and stakes assigned to the reading of literary texts at school by the respondents and a qualitative survey based on the longitudinal follow-up of school teachers and the observation of training actions. Our research leads to three conclusions: the interdependence between the teacher's ways to read and ways to teach and the reading arrangements of pupils ; the enrichment of didactic situations through the various readings of the teacher and pupils and their relationship in the professional development of the teacher; the contributions of integrative and projective training action in the development of teaching activity in the field of reading literary texts.
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https://tel.archives-ouvertes.fr/tel-03095558
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Submitted on : Monday, January 4, 2021 - 4:40:13 PM
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Marthe Fradet-Hannoyer. Manières de lire, façons d'enseigner : dispositions à lire et à faire lire des textes littéraires chez des professeurs des écoles débutants. Education. CY Cergy Paris Université, 2020. Français. ⟨tel-03095558⟩

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