Les représentations de l’élève par l’enseignant : le point de vue de quatre auteurs

Abstract

What secondary school teachers say about students indicates underlying attitudes. Our empirical study of secondary school students in academic difficulty analyzes teacher-student relationships embodied in teachers’ “representations” of students. We consider these representations from viewpoints psychological (Brophy & Evertson, 1981), social-psychological (Kedar-Voivodas, 1983; Marc, 1984), and sociological (Gilly, 1980), and examine the theoretical bases, the methodology, and the general conclusions peculiar to these perspectives. Finally, we propose an analysis model of teachers’ representations of students.