Compétence des enseignants de maternelle sur le langage de l'enfant et partenariat avec les familles : des postures et une formation à réinterroger

Abstract

This study is based on a survey of172 pre-school teachers conducted to investigate the representations of teachers regarding their competence in oral language acquisition/ learning and how the issue is addressed with the children's families. The standing hypothesis is that teachers are more likely to conceive and implement a coeducation approach when they gain work experience and improve their teaching practices through training. This paper shows that the current situation is even more paradoxical and that the absence of a collaboration with the families concerning language can be associated with how teachers perceive teaching or learning oral skills.