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Chapitre D'ouvrage Année : 2014

“Change laboratories” within secondary schools: towards accompaniment and support of teachers in the appropriation of new reforms in priority education

Luc Ria

Résumé

For more than twenty years, priority education policy in France has aimed at reducing social and territorial inequalities. In 2014, it is still one of the priorities of the Law for the Refoundation of the schools of the Republic. This policy encourages a diversification of missions and work frameworks requiring much experimentation and innovation.Against this backdrop, several observation groups have been created to study the real activity of teachers in order to enable a better understanding of the evolution of the teaching profession in difficult contexts. Investigations into priority education policy undertaken in five lower secondary schools have enabled researchers to use objective and subjective indicators to account for the numerous prescriptions which regulate the work of the various members of the educational community as well as the processes of transformation of teaching methods needed to meet these prescriptions. Two case studies will serve to illustrate the conditions of the implementation of change in lower secondary schools situated in educational priority zones. These case studies underline the role of the two researchers, which is to use tools for the observation and analysis of professional activity in order to provide teachers with impetus and support in the process of appropriation of the new educational orientations.
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Dates et versions

hal-01092923 , version 1 (09-12-2014)

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  • HAL Id : hal-01092923 , version 1

Citer

Luc Ria, Sylvie Moussay. “Change laboratories” within secondary schools: towards accompaniment and support of teachers in the appropriation of new reforms in priority education. F. Nyhamn & T. N. Hopfenbeck. From Political Decisions to Change in the Classroom, CIDREE Yearbook, pp.78-95, 2014. ⟨hal-01092923⟩
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