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Le dispositif "Plus de maîtres que de classes" : bien-être et collectif à l’école

Abstract : The program "more teachers than classes", implemented in France since 2013, is based on the allocation of an additional teacher in some priority schools. It aims to introduce new pedagogic organizations to overcome academic difficulties and help pupils to develop their basic skills. If initial studies show that the reduction of the number of pupils by class has a positive effect on academic achievement, staffing schools with supernumerary teachers appears certainly less expensive but of uncertain effectiveness if the measure is not strictly supervised. The objective of this article is to assess the gap between these binding recommendations and on-the-ground realities, in-order-to identify the effects of this pedagogic system on school performances. Analysis of the interviews of all teachers involved in the program "more teachers than classes" in the Academy of Limoges during the 2013-2014 school year mainly show outcomes on well-being at school : the quality of teacher / pupil relationship, child’s individualized welcome, differentiated instruction, classroom environment, self-esteem, dialogue in the school, etc. These results commit us to discuss the inclusion of these well-being criteria as an improvement factor for school performances.
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Submitted on : Saturday, November 23, 2019 - 2:02:01 PM
Last modification on : Friday, April 15, 2022 - 3:41:19 AM



Sébastien Ponnou, Jacques Béziat. Le dispositif "Plus de maîtres que de classes" : bien-être et collectif à l’école. Recherches & éducations, Société Binet Simon, 2017, (Varias 2019), [18 p.]. ⟨10.4000/rechercheseducations.7167⟩. ⟨hal-02377255⟩



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