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Pratiques enseignantes pour l’apprentissage de l’écriture en grande section de maternelle et au cours préparatoire en France

Abstract : Oficial french curricula grant an educational freedom to teachers providing full lexibility of choosing teaching methods. The present survey conducted in two areas (Grenoble and Lyon) aimed at assessing the teaching of cursive-writing in late kindergarten and irst year of elementary school in France. It was based on a questionnaire surveying the dificulties teachers perceive regarding the acquisition of the cursive writing grapho-motor movement, and how they adapt their teaching strategies. The analysis of the questionnaires has shown a great diversity of practices. These practices are related to the number of lessons explicitly working on the acquisition penmanship itself as well as the strategies and methods. However, despite this variety of methods, the training prioritizes the movement dynamic rather than on the form of the letter. The liberty granted to teachers by curricula – which are often said to be lacking clarity – lead them to a process of “bricolage” using the variety of resources available to organize their teaching.
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https://hal.inria.fr/hal-02016592
Contributor : Nadja Acioly-Regnier <>
Submitted on : Tuesday, February 12, 2019 - 5:36:34 PM
Last modification on : Wednesday, December 9, 2020 - 3:04:43 AM

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Marie Baraud, Blandine Bril, Nadja Maria Acioly-Regnier. Pratiques enseignantes pour l’apprentissage de l’écriture en grande section de maternelle et au cours préparatoire en France. Éducation & Didactique, Presses Universitaires de Rennes, 2018, 12 (2), pp.73-88. ⟨10.4000/educationdidactique.3312⟩. ⟨hal-02016592⟩

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