ABSTRACT

While some research has highlighted how teachers prepare their course materials, little is known about how future teachers design support for their students, and thus plan and anticipate what can and will happen in the classroom. We have therefore sought to investigate whether identifiable learner profiles emerge when regular primary school students are offered a complex task: How students respond to the task? How well they perform? The ambition was to develop a typology of profiles concerning student task engagement that would allow any teacher to anticipate regulatory actions that would be matched as closely as possible to the realities of the classroom. To do this, we observed 282 French-speaking Belgian students aged 10–12 years old in the first moments of performing a complex reading task. The data analysis revealed that six learner profiles can be used to plan teaching activities: the ‘regular’ student, the student who gets discouraged because the task seems too complex, the one who gets blocked during the task, the one who bypasses the actual task without achieving the learning objectives, the one who does not engage in the task and the high-performing student who finishes faster than the others.

摘要

虽然一些研究强调了教师如何准备他们的课程材料，但对于未来的教师如何为学生设计支持，从而计划和预测课堂上可能发生和将会发生的事情，人们知之甚少。因此，我们试图调查当普通小学生被提供一项复杂的任务时，是否会出现可识别的学习者档案：学生如何应对任务？他们的表现如何？目标是开发一种关于学生任务参与度的档案类型学，这将使任何教师都能预测尽可能接近课堂实际情况的监管行动。为此，我们观察了 282 名 10-12 岁的比利时法语学生在执行复杂阅读任务的最初时刻。