{"id":973,"date":"2014-01-10T13:36:48","date_gmt":"2014-01-10T17:36:48","guid":{"rendered":"\/pole-maths\/?p=973"},"modified":"2014-01-30T12:51:21","modified_gmt":"2014-01-30T16:51:21","slug":"les-postures-enseignantes-et-les-postures-eleves","status":"publish","type":"post","link":"https:\/\/site.ac-martinique.fr\/pole-maths\/?p=973","title":{"rendered":"Les postures enseignantes et les postures \u00e9l\u00e8ves"},"content":{"rendered":"

\"\"M\u00e9tier d’enseignant<\/strong> : savoir identifier les conditions favorables du d\u00e9veloppement des \u00e9l\u00e8ves. Les postures enseignantes et les postures \u00e9l\u00e8ves<\/strong><\/p>\n

Se pr\u00e9parer \u00e0 agir dans une classe, c’est apprendre \u00e0 combiner les diff\u00e9rentes variables d’une situation d’enseignement et d’\u00e9ducation. \u00a0Les postures font partie de ces variables.<\/strong><\/p>\n

Pendant une s\u00e9ance, les \u00e9l\u00e8ves identifient tr\u00e8s vite les attentes de l’enseignant: \u00a0sa grammaire implicite<\/strong>. \u00a0Ils s’ajustent plus ou moins \u00e0 ces attentes , parfois les refusent ou les d\u00e9tournent. \u00a0Les postures enseignantes<\/strong> orientent et pilotent l’action des \u00e9l\u00e8ves. De m\u00eame, les postures des \u00e9l\u00e8ves<\/strong> traduisent leur engagement les t\u00e2ches. Au cours d’une s\u00e9ance, un jeu de postures et de changement de postures s’\u00e9tablit entre l’enseignant et l’\u00e9l\u00e8ve pour n\u00e9gocier les t\u00e2ches. Avoir conscience de la dynamique de ces diff\u00e9rentes postures dans la relation Enseignant\/El\u00e8ve<\/strong>, pouvoir en jouer, \u00a0en faire changer…, c’est une mani\u00e8re de \u00ab\u00a0mieux\u00a0\u00bb agir en classe.<\/p>\n

Les vid\u00e9os de 5 \u00e0 7 min de\u00a0Dominique Bucheton\u00a0<\/strong><\/p>\n

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Pour aller plus loin<\/strong> l’article de Dominique Bucheton et Yves Soul\u00e9 \u00ab\u00a0Les gestes professionnels et le\u00a0jeu des postures de l\u2019enseignant\u00a0dans la classe : un multi-agenda de\u00a0pr\u00e9occupations ench\u00e2ss\u00e9es<\/a><\/em><\/strong>\u00a0\u00bb<\/p>\n

R\u00e9f\u00e9rence papier<\/span>
\nDominique Bucheton et Yves Soul\u00e9, \u00ab Les gestes professionnels et le jeu des postures de l\u2019enseignant dans la classe : un\u00a0multi-agenda de pr\u00e9occupations ench\u00e2ss\u00e9es \u00bb, \u00c9ducation et didactique, vol 3 – n\u00b03 | 2009, 29-48.
\nR\u00e9f\u00e9rence \u00e9lectronique<\/span>
\nDominique Bucheton et Yves Soul\u00e9, \u00ab Les gestes professionnels et le jeu des postures de l\u2019enseignant dans la classe : un\u00a0multi-agenda de pr\u00e9occupations ench\u00e2ss\u00e9es \u00bb, \u00c9ducation et didactique [En ligne], vol 3 – n\u00b03 | Octobre 2009, mis en ligne le\u00a001 octobre 2011, consult\u00e9 le 11 novembre 2013. URL : http:\/\/educationdidactique.revues.org\/543<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

M\u00e9tier d’enseignant : savoir identifier les conditions favorables du d\u00e9veloppement des \u00e9l\u00e8ves. Les postures enseignantes et les postures \u00e9l\u00e8ves<\/p>\n","protected":false},"author":83,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[106,72],"tags":[95,94,93,92],"class_list":["post-973","post","type-post","status-publish","format-standard","hentry","category-culture-mathematique","category-formation","tag-classe","tag-posture-eleve","tag-posture-enseignante","tag-situation-denseignement"],"_links":{"self":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/973","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/users\/83"}],"replies":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=973"}],"version-history":[{"count":31,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/973\/revisions"}],"predecessor-version":[{"id":1554,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=\/wp\/v2\/posts\/973\/revisions\/1554"}],"wp:attachment":[{"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=973"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=973"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/pole-maths\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=973"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}