La structuration de l'activité quotidienne des enseignants en classe : vers une analyse en termes d'action située

Abstract

More than 3600 teachers were administred a rating-scale instrument to assess the importance of three structuring variables (classroom order, matter to teach, and students commitment or motivation vis-à-vis the school task) regarding five dimensions of their classroom activity. The underlying questions were about the articulation between these dimensions and about the importance of the three above mentioned variables in structuring them. Two main dimensions emerge from the analysis. The variables that contribute most to their respective structuration are different. The results are interpreted within a situated action framework.