L’ACCOMPAGNEMENT PÉDAGOGIQUE EN SITUATIONS D’ÉCRITURE SCOLAIRE : UNE ANALYSE DES PRATIQUES ENSEIGNANTES
THE PEDAGOGICAL ACCOMPANIMENT IN SCHOOL WRITING SITUATIONS : AN ANALYSIS OF TEACHING PRACTICES

Summary/Abstract: The present contribution deals with one of the didactic preoccupations ofcompetency-based teaching. This is the issue of pedagogical accompaniment and the teachingplanning responsible for its success. For this study, the focus is precisely on the didacticsituations reserved for the teaching of school writing. In line with this perspective, the contentfocuses on a description of the teaching-learning context of writing skills in the FFL classroomat secondary schools in Algeria. By questioning its pedagogical reality, an analysis of teachingpractices was undertaken, based on a predefined pedagogical foundation. The resultingdescription is the vector of a polymorphous situation whose incomplete meaning is inevitable.This then enables a didactic discussion which leads to pedagogical fine-tuning in terms of theplanning of accompanying teaching practices in written production situations.

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