Abstract
This article presents the first results of a collaborative research-intervention conducted in a secondary school where the paradigm of the school of trust is being operationalised. Classroom situations are instrumented by teachers who use educational nudges to inscribe their activity in educational caring. From the theoretical framework of activity theories, we show how this use contributes to the reinforcement of the volition and self-regulation of the pupils as well as the teachers’ agentivity towards the school form of education.
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