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Accompagner chemin faisant une équipe d’enseignants en dynamique d’innovation : importance des dimensions d’intersubjectivité et d’éthique

Abstract : This article is the ex post analysis of the way a research team accompanied a team of teachers in an urban middle school located in a difficult area. At the start of the school year they had committed to innovating in their practice by putting in place structural differentiations accompanied by a number of tools for intervening with children identified over the preceding year as having difficulties. Grounding ourselves in phenomenology and the philosophy of language, we tried to understand the process as the teachers perceived it through our exchanges during phases of support and accompaniment. We also focused on understanding the specificities of the supportive attitude it was necessary to adopt even though the request for intervention was only made in the middle of the school year and in a barely explicit manner, despite our consistently asking if support were needed. Should we have abstained from intervening given our status as scholars doing research? How can the suffering and doubt of a number of teachers in the team regarding their mission and even professional identity be taken into account? These analyses underline the importance of the inter-subjective and ethical dimensions of any form of support and accompaniment.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02330168
Contributor : Marie Vergnon Connect in order to contact the contributor
Submitted on : Wednesday, October 23, 2019 - 6:56:11 PM
Last modification on : Saturday, March 26, 2022 - 4:12:39 AM

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Martine Janner-Raimondi, Marie Vergnon. Accompagner chemin faisant une équipe d’enseignants en dynamique d’innovation : importance des dimensions d’intersubjectivité et d’éthique. Carrefours de l'éducation, Armand Colin, 2015, Rencontres entre chercheurs et praticiens : quels enjeux ?, 1 (39), pp.69-87. ⟨10.3917/cdle.039.0069⟩. ⟨hal-02330168⟩

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