The Role of the Teacher's Culture in Classroom Management: A Case Study of Primary Schools in French Polynesia

Autor/inn/en	Alletru, Amélie; Vinatier, Isabelle
Titel	The Role of the Teacher's Culture in Classroom Management: A Case Study of Primary Schools in French Polynesia
Quelle	In: British Educational Research Journal, 48 (2022) 3, S.403-419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3773
Schlagwörter	Foreign Countries; Elementary Education; Cultural Maintenance; Language Maintenance; Malayo Polynesian Languages; Teacher Student Relationship; Nonverbal Communication; Cultural Influences; Indigenous Knowledge; Indigenous Populations; Classroom Techniques; Elementary School Teachers; Elementary School Students; French Polynesia + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Sprachpflege; Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Cultural influence; Kultureinfluss; Sinti und Roma; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages ("Reo ma'ohi"). A co-analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01