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            <title xml:lang="en">Teacher and Game: player experience in teaching game</title>
            <title xml:lang="fr">L’enseignant et le jeu : de l’expérience de joueur à l’enseignement du jeu ?</title>
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            <idno type="halRefHtml">&lt;i&gt;Recherches en éducation&lt;/i&gt;, 2016, École, citoyenneté, ethnicité, 26, [19 p.]. &lt;a target="_blank" href="https://dx.doi.org/10.4000/ree.6650"&gt;&amp;#x27E8;10.4000/ree.6650&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">Teacher and Game: player experience in teaching game</title>
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                    <forename type="first">Vanessa</forename>
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              <p>As playing is not common practice in primary schools, we question the place of games and their authenticity during teaching periods and more specifically the teacher’s reasons for letting children play or not. This article is based on a research about the uses of games in primary schools. To start with, we have questioned the rightfulness of games at school in order to identify the tensions wich are inherent to these practices. Our analysis has focused on the teacher himself, as he appears to be the last and deepest motivation of these tensions, and on his subjective position about games in the classroom. With this aim, we have analyzed the play pratices of three primary school teachers confronted with the integration of games in their teaching methods.</p>
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              <p>Nous nous interrogeons sur la place du jeu et de son authenticité sur le temps d’enseignement et plus spécifiquement sur les raisons de l’enseignant à faire ou non jouer. Cet article s’appuie sur une recherche visant à identifier les usages du jeu par les enseignants à l’école élémentaire. Nous nous sommes interrogés sur la légitimité du jeu à l’école dans un premier temps pour identifier ensuite les tensions inhérentes au « jouer » dans le cadre scolaire. Nous centrons notre analyse sur le sujet enseignant, celui-ci apparaissant comme le dernier ressort de ces tensions, et sur sa position subjective adoptée en classe quant aux pratiques ludiques. Pour cela nous analysons les pratiques de trois professeurs des écoles, confrontées à l’intégration de pratiques ludiques au cœur de leur enseignement.</p>
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