On the Issue of Pupils’ Emotions in Teacher Training in France

Abstract

This article presents work on pupils’ emotions at school, in relation to disciplines (disciplinary experience) or during disciplinary activities (e.g., spelling, grammar and reading comprehension in French, problem solving in Mathematics). This work enables a better understanding of the influence that emotions have on learning. They mainly concern the disruptive or facilitating nature of emotions in learning and show that emotions play an important role in the acquisition or non-acquisition of knowledge and skills by the pupil and, consequently, in their experience of success or difficulty, as well as in their well-being or ill-being at school. It will also involve studying the latest official texts of the French National Education system (curricula and the Common Base of Knowledge, Skills and Culture (Socle Commun de Connaissances de Compétences et de Culture (SCCCC), 2015) in order to assess the place attributed to emotions in these texts and thus to better consider, in the light of these texts and the work mentioned above, the ways in which the issue of pupils’ emotions can be integrated into initial and continuous teacher training.