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De la pédagogie Montessori aux inspirations montessoriennes. Réflexion sur la question des emprunts pédagogiques partiels dans les pratiques enseignantes

Abstract : A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.
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Submitted on : Thursday, April 22, 2021 - 7:10:20 AM
Last modification on : Friday, April 29, 2022 - 9:45:48 AM

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Ghislain Leroy, Laurent Lescouarch. De la pédagogie Montessori aux inspirations montessoriennes. Réflexion sur la question des emprunts pédagogiques partiels dans les pratiques enseignantes. SpécifiCITéS. La revue des Terrains Sensibles, Champ social, 2019, L’entrée en pédagogie différente, pp.31-55. ⟨10.3917/spec.012.0031⟩. ⟨hal-03204959⟩

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