出版社：International Association for Research on Textbooks and Educational Media
摘要：Among the documents consulted, adapted and produced by teachers, pedagogical photocopies are
particular objects. First, because they are documents most often created by teachers. Then, because they are
primarily destined for their students. These documents are part of a complex process that is strongly linked to
contextual elements such as curriculum, textbooks, classroom dynamics and school set-up. In the framework of
the ReVEA project (www.anr-revea.fr), inspired by Horsley (2012) and Horsley & Walker (2011), a quantitative
study on pedagogical photocopying was conducted (Boelaert & Khaneboubi, 2016), in which 46 French upper
secondary school teachers were interviewed about how they conceive of and use photocopying for their
students. In what part of their teaching strategies are photocopies used? Why is it impossible to avoid using
photocopies? How flexible are photocopies in the classroom? What types of documents and documentary
techniques are used?
According to the teachers, the content of a photocopy is based on sample textbooks and documents
found by using Google search. Analysis of the interviews suggests that photocopies are hand-crafted, tailormade,
modifiable and ephemeral textbooks. The most important criterion that guides the teaching strategy and
best explains the importance and nature of photocopies is students’ reading and writing skills. Depending on
whether students need to practice reading, writing or being ‘active’, teachers implement a teaching strategy
based on the production of a document. When students are good readers/writers, support becomes invisible and teaching is dedicated only to content. Moreover, these documents are a way of managing the class and the
activities of the students.
