La correzione degli errori da parte degli insegnanti: tra concezioni dell'intelligenza e pratiche del discorso

In this research we studied teachers' conceptions of pupils' intelligence development and verbal interactions during errors' management in the classroom. We hypothesized that teachers' conceptions are related to some variables like teaching method, relationship with students, and educational and discursive practices. We analyzed conversations between 13 teachers and 229 pupils of Primary School during errors' management in a comprehension task. We videotaped, codified and analyzed verbal interactions. We found that constructivist teachers used affirmations stimulating reflection and encouraging pupils to participate. The number of pupils verbal interventions is lower than teachers' one and they are adapted to conversation categories used by teachers