Coopération versus coordination : le travail collectif école-collège en tension
The institutionalization of collective action between elementary school and middle school is a sign of the distinctiveness of the priority education policy in the fight against social and school-related inequalities. The requirement for teachers to set up "work collectives", which appeared...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
Nantes Université,
2019-11-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The institutionalization of collective action between elementary school and middle school is a sign of the distinctiveness of the priority education policy in the fight against social and school-related inequalities. The requirement for teachers to set up "work collectives", which appeared in 2014, is part of a new method of regulation. Collective working arrangements are expected to foster peer self-regulation of the educational practices and organizations that are "the most effective" in student achievement. From a ethnographic survey in two priority education network, the paper deals with the situated effects of collective working required on the development of the cooperation and the interprofessional agreement-building between elementary school and middle school teachers. |
|---|---|
| Item Description: | 1954-3077 10.4000/ree.703 |