The role of needs analysis in the decision-making process of teachers in the course of teaching planning
This paper presents the results of a collaborative research and focuses more specifically on the analysis of student needs and its influence on the dynamics of decision-making and problem-solving in the teaching planning for a variety of students. Using a conceptualized category analysis, the results offer an interpretation of the models of intervention mobilized by teachers. In particular, it shows that this dynamic is influenced by the moment when teachers consider it necessary to analyse the needs of their students, by the angle of analysis they privilege to think these needs and by the pragmatic considerations that go beyond perceived needs Moreover, the analysis of students’ needs in planning generates tensions such as the perceived requirement to reflect and analyse, the difficulty of adopting a conscious and rational approach, and the management of time that is trapped between community and singularity.