Orientation et affectation : la sélection dans l'enseignement professionnel du second degré

Arrighi, Jean-Jacques; Gasquet, Céline

doi:10.4000/formationemploi.2814

Cited by 13 publications

(1 citation statement)

References 4 publications

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“…60% of students enrolled in these school contexts have not chosen the vocational stream to which they are assigned as their first choice. This non-choice (Bernard and Troger 2012), indicative of a bumpy school path (Jellab 2017), is becoming the primary cause of school dropout and deviant behaviour (Arrighi and Gasquet 2010). These students, who have major academic and social difficulties, then show a lack of trust in school institutions and do not find meaning in the teaching provided, which puts the teacher in a difficult teaching context.…”

Section: Introductionmentioning

confidence: 99%

The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

Girard

Gal‐Petitfaux²,

Vors

2021

Physical Education and Sport Pedagogy

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Introduction: This article aims to show the contribution of mixed methods research (Creswell 2015;Smith and McGannon 2018) to a study conducted within the Course-of-Action Research Programme (Theureau 2006(Theureau , 2015. It analyses the experience of French vocational high-school students in physical education over a school year to identify and understand the social support of the teacher in engaging the students. This enabled us to describe and understand the typical supports experienced by students to engage with the work. Results:The quantitative results showed a global perception of frequent and important class-wide teacher social support via the CASS-S questionnaire. Furthermore, a more in-depth analysis shows variations over the year. This overall analysis is complemented by qualitative findings that provide insight into the significance that students attach to teacher support in their engagement with school tasks. The analysis of students' experience shows different kinds of typical-support paired with: the valorisation of students' progress, the students' concerns, the game action of the teacher, and teacher knowledge, promoting their engagement.

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Section: Introductionmentioning

confidence: 99%

The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

Girard

Gal‐Petitfaux²,

Vors

2021

Physical Education and Sport Pedagogy

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Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Girard

Vors

2021

Front. Psychol.

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Introduction: Our study aims to analyze the enactive knowledge mobilized during teacher–student interactions in physical education lessons with difficult classes in vocational high school. These classes are considered “difficult” because they concentrate a large number of pupils who are referred to them because they have no choice. This lack of choice makes it difficult for these pupils to engage in school work and is the cause of deviant behavior and school dropout.Methods: This study was conducted within the methodological and theoretical research program of the course of action. We analyzed the individual activity of nine teachers and 18 students during a PE lesson by collecting audiovisual data and conducting self-confrontation interviews. These data were processed in several stages: transcription, identification, and typification of the components of the experience.Results: The results show mutual active knowledge between the teacher and the “difficult” students: emerging from the context, anchored in a dynamic of experience, coupled with the concerns of actors. The teacher classifies the profiles of students according to their reaction to authority and their difficulties, by spotting students' “thermometers” of the class climate. Some of the knowledge of students is coupled with their concerns to avoid boredom, to avoid trouble with the teacher, and to avoid trouble with their friends.

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L’inégal accès aux stages des jeunes en baccalauréat professionnel

Dagot¹,

Rey²

2017

Agora Débats/Jeunesses

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Orientation et affectation : la sélection dans l'enseignement professionnel du second degré

Cited by 13 publications

References 4 publications

The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

L’inégal accès aux stages des jeunes en baccalauréat professionnel

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