The potentially differentiating characteristics of teaching materials and how they are considered by primary school teachers.

Autor/in	Camusson, Céline
Titel	The potentially differentiating characteristics of teaching materials and how they are considered by primary school teachers.
Quelle	In: IARTEM e-journal, 17 (2025) 1, 17 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustration 1; Literaturangaben S. 15-16
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1837-2104
DOI	10.21344/iartem.v17i1.1064
Schlagwörter	Bildungswesen; Grundschule; Lehrerbildung; Differenzierender Unterricht; Lehrmittel; Schulbuch; Geschichtsunterricht; Frankreich
Abstract	This article first seeks to identify the potentially differentiating characteristics of teaching materials, i.e. it looks at their semiotic and discursive heterogeneity and the framing of the intellectual activities they propose. We then ask: how do teachers take this into account in the classroom? To explore this, we examine teaching practices in France and analyze history lessons from two 4th-grade teachers. These teachers (working in schools in working-class neighbourhoods, in REP) use the same teaching resource but, nevertheless, they take account of the characteristics of the material in different ways, which could lead to more or less demanding learning and create social inequalities in learning. Thus, while classroom materials and their attributes play an important role, they do not solely determine usage or learning outcomes.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/3