Les changements pédagogiques à l’école : analyse d’une réforme des devoirs à domicile dans le canton de Berne

Abstract

This article looks at the nature and process of educational change in schools. On the one hand, it attempts to understand how schools change and what this change entails when it is pedagogical in nature. In the first part, we propose a theoretical framework for constructing an operational concept of social change by looking at its object, context and sequences of action. These elements make it possible to distinguish different types and realities of change and to specify how change can be considered pedagogical. After a brief explanation of the methodology used to collect and analyze the data, centered on comprehensive interviews, we look at how teachers understand the reforms and translate them into their teaching methods. We present some results of cross-sectional analyses from a doctoral thesis. This enables us to contextualize this complex, multifactorial process and gain a better understanding of how educational reforms are implemented by the players involved.