Rapport au savoir musical des professeurs des écoles et pratiques d’enseignement : un transfert parfois complexe

Abstract : Music at primary school level has always been considered as the “poor relation” of education for institutional, social reasons, but also because of the teacher’s personal reasons. Indeed he often considers himself not trained enought teach it. Yet, a study shows that, contrary to the commonly thought idea, the teachers who practice music or who benefited from a personnal training, do not put necessarily implement more musical activities in their class (Maizieres, 2009). Analysed from the social-linguistic tools of Escol, the remarks of a certain number of teachers confirm that the transfer between the teachers’own musical knowledge and their teaching practices is sometimes complex.
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Contributor : Frédéric Maizières <>
Submitted on : Sunday, September 6, 2015 - 10:02:25 PM
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Frédéric Maizières. Rapport au savoir musical des professeurs des écoles et pratiques d’enseignement : un transfert parfois complexe. Éducation & Didactique, Presses Universitaires de Rennes, 2011, 5 (2), pp.53-64. ⟨hal-01194412⟩

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