Affiliation:
1. Université Bourgogne-Franche-Comté , F-21078 Dijon
Abstract
Abstract
This article analyses the changes the profession of primary school teacher has been submitted to. It focuses on a device prompted to fight against school failure, called “Personalised Programme for School Success” (PPRE). It shows its propensity to above all reinforce the control on pedagogical practices through a mandatory formalization of those and to standardise the responses commonly held about schooling difficulties while engaging the entire hierarchical chain.
Cited by
2 articles.
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