Search

Le concept de bienveillance en enseignement ne saurait se limiter à une intention de l’enseignant envers ses étudiants. La bienveillance doit trouver une traduction concrète en actes pédagogiques. Ainsi, nous souhaitons interroger la manière dont les apprenants ressentent la bienveillance des enseignants à leurs égards et sur les actes pédagogiques qui favorisent sa mise en place. Pour ce faire, nous nous appuyons sur une expérimentation de rénovation pédagogique d’un cours de grammaire anglaise réalisée en 2015-2016 sur une cohorte de 264 étudiants en 2ème année de licence d’anglais. Notre propos s’attache à montrer que la bienveillance de l’enseignant est une préoccupation majeure des étudiants et que les boîtiers de vote peuvent être un outil privilégié pour instaurer une pédagogie bienveillante. Cependant, leur introduction peut déplacer la nature du stress ressenti par les étudiants en cours, en particulier si elle s’accompagne de la disparition de supports de cours écrits plus classiques auxquels les étudiants sont habitués. The notion of care in education cannot be reduced to the teacher’s intent. It should also translate into concrete implementations in teaching choices. This paper investigates the way students perceive teachers’ goodwill towards them as well as the pedagogical choices that best support its development in the classroom. Our analysis is based on an experiment in course renovation carried in 2015-2016 on a cohort of 264 second year English majors enrolled in a compulsory English grammar course in a French university. We suggest that care on the part of the teachers is a major preoccupation for students and that personal response systems may help nurture a caring atmosphere in the classroom. However, using personal response systems can merely transform the nature of the stress that students may experience in the classroom, especially when the introduction of this device coincides with the disappearance of more traditional written material to which students are accustomed.

International audience; Reading, understanding, analysing, and synthesising texts in English are skills all French university students in humanities and social sciences are expected to develop. “Research and Storytelling” is a pedagogical project funded by Sorbonne Paris Cité that aims to help Master of Arts (MA) students in the humanities become better readers of research articles by using a specific set of narrative devices. We hypothesised that the use of storytelling devices would not only improve comprehension of scientific articles but also ease anxiety and raise confidence. The data provided by 26 students is composed of 11 journal entries per student (one per class session), a stress test completed at the end of the semester, their grades and feedback, and their final evaluation of the course. Results indicated that after 12 two hour sessions, most students had a sharper and more robust method for reading articles than before the course. They felt more comfortable with the task, and their self-confidence had increased. Most students also stated that after taking the course they felt more able to re-inject the knowledge and know-how they had acquired into the writing of their master’s thesis.