Régulation des conduites des élèves en situation d’apprentissage: une analyse des feedback des enseignants des écoles primaires urbaine et rurale en Côte d’Ivoire

One of the main functions of evaluation is the regulation of learning. The study of regulatory mechanisms is essential to understand the relationship between teaching and learning, especially in an environment where the heterogeneity of the public makes the homogenization of knowledge and the standardization of pedagogical approaches unrealistic. This study participates in it through the observation and analysis of different forms of teacher feedback to the performance of students from different backgrounds and levels, unlike previous studies (Caffieaux, 2009). 4 teachers including 2 from CP1 and 2 from CE1 from rural and urban areas were observed for 8 weeks because of 30 minutes per session and per teacher, ie 960 minutes of observation. It appears that the feedback observed takes all forms on the extent of the sample and that the exercise of these depends both on the type of teaching practice, on the mastery of the tools of language. However, there is a predominance of stereotypical forms of feedback in rural areas and forms of collective evaluation and development in urban areas.