Pratiques pédagogiques contrastées : ce qu’en disent les élèves de maternelle

Abstract

Pupils offer a reliable feedback as regards the teaching methods of their teachers. Pupils of five and six years old, faced with an either "active" or "interventionist" educational method, give accounts of modes of teaching which are characteristic of either kind of model. Their remarks also prove that the teacher’s methods of assessment move away from the theoretical patterns underlying these dichotomous modes of functioning.