Auswahl der wissenschaftlichen Literatur zum Thema „Action de formation en situation de travail“
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Zeitschriftenartikel zum Thema "Action de formation en situation de travail"
Barioni, René, und Isabelle Puozzo. „Formation initiale à l’enseignement de l’histoire : la place du savoir en situation de stage“. Phronesis 3, Nr. 1-2 (17.04.2014): 90–99. http://dx.doi.org/10.7202/1024592ar.
Der volle Inhalt der QuelleDuclos, Laurent. „Les actions de formation en situation de travail : une source d’inspiration pour la pédagogie de l’alternance“. Administration & Éducation N° 161, Nr. 1 (23.04.2019): 55–58. http://dx.doi.org/10.3917/admed.161.0055.
Der volle Inhalt der QuelleCodo, Sylvie, Bénédicte Berthe und Franck Brillet. „L’influence de l’estime de soi globale sur la QVCT : le cas des travailleurs en situation de handicap au sein des entreprises adaptées“. RIMHE : Revue Interdisciplinaire Management, Homme & Entreprise 54, vol. 12, Nr. 1 (17.05.2024): 28–54. http://dx.doi.org/10.3917/rimhe.054.0028.
Der volle Inhalt der QuellePacquola, Mariachiara, und Paul Olry. „Intentions d’usage et fonctions de l’image vidéo pour former“. Éducation et didactique 18, Nr. 1 (2024): 37–52. http://dx.doi.org/10.4000/11nxy.
Der volle Inhalt der QuelleDugué, Bernard, und Johann Petit. „La discussion des modèles d’action, une condition pour l’action des comités en santé et en sécurité au travail“. Articles 73, Nr. 2 (18.06.2018): 252–73. http://dx.doi.org/10.7202/1048570ar.
Der volle Inhalt der QuelleAlves, FRANCISCO regis vieira. „Didactique des mathématique (DM) et la didactique professionnelle (DP): une proposition de complementarité et la formation des enseignants au Brésil“. Imagens da Educação 8, Nr. 3 (19.12.2018): e44179. http://dx.doi.org/10.4025/imagenseduc.v8i3.44179.
Der volle Inhalt der QuellePassos, Izabel Christina Friche, Kelly Vieira, Laura Moreira, Flávia Rodrigues, Margarete Amorim, Cláudia Santos, Ana Abreu et al. „La promotion de la santé mentale des enfants et adolescents en situation de vulnérabilité et violence sociale : les défis pour un réseau intersectoriel“. Santé mentale au Québec 42, Nr. 1 (14.06.2017): 319–35. http://dx.doi.org/10.7202/1040257ar.
Der volle Inhalt der QuelleNeu-Stein, Sophie. „L’évaluation des compétences, facteur de performance ? Quels enjeux pour le cadre de santé ?“ Projectics / Proyéctica / Projectique Hors Série, HS1 (26.06.2023): 105–23. http://dx.doi.org/10.3917/proj.hs04.0105.
Der volle Inhalt der QuelleVidal-Gomel, Christine. „Formation en situation de travail et troubles psychosociaux. Les enseignements d’une formation en situation de travail“. Travail et Apprentissages N° 18, Nr. 2 (03.02.2016): 25–47. http://dx.doi.org/10.3917/ta.018.0025.
Der volle Inhalt der QuelleBrulois, Vincent, Jean-Marie Charpentier und Jacques Viers. „Des communicants en quête de savoirs et de pratiques réflexives dans une entreprise en tension“. Revue Communication & professionnalisation, Nr. 2 (19.12.2014): 146–60. http://dx.doi.org/10.14428/rcompro.vi2.383.
Der volle Inhalt der QuelleDissertationen zum Thema "Action de formation en situation de travail"
Toutin-Trelcat, Marie-Hélène. „Efficacité des actions de formation pour les bas niveaux de qualification en situation d'emploi et de chomage“. Lille 1, 1996. http://www.theses.fr/1996LIL12001.
Der volle Inhalt der QuelleOudart, Anne-Catherine. „Formation "sur et par" la situation de travail et professionnalisation : le cas d'une formation-action accompagnant un service clientèle dans la transformation qualitative d'une "écriture fonctionnelle"“. Lille 1, 1999. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1999/50377-1999-17.pdf.
Der volle Inhalt der QuelleChatigny, Céline. „La construction de ressources opératoires : contribution à la conception des conditions de formation en situation de travail“. Paris, CNAM, 2001. http://www.theses.fr/2001CNAM0376.
Der volle Inhalt der QuelleMorlet, Gilbert. „L'analyse des compétences mises en oeuvre par des opérateurs illettrés en situation de travail“. Nancy 2, 2005. http://docnum.univ-lorraine.fr/public/NANCY2/doc225/2005NAN21013.pdf.
Der volle Inhalt der QuelleAfter studying the linguistic skills of a hundred people positioned in a situation of illiteracy, I focused on the analysis of the technical, cognitive, social and linguistic skills implemented by ten illiterate operators at work. I observed them in secondary and tertiary sectors firms, then I collected their accounts and analysed the written documents found at their work stations. These data made it possible for me to analyse the level of demand at their stations as well as the gaps with what they actually implement to meet it. A beneficial result these gaps reveal is the ability to go beyond the required task ; as for a negative one, they reveal the avoidance action related to the difficulties these operators meet to deal with the written language. Eventually I proposed some training ideas stemming from what these operators did to deal with the working situations they met
Morlet, Gilbert Higelé Pierre. „L'analyse des compétences mises en oeuvre par des opérateurs illettrés en situation de travail“. Nancy : Université Nancy 2, 2005. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc225/2005NAN21013.pdf.
Der volle Inhalt der QuelleGarcia, de la Barga Claudia. „Dynamique identitaire et capacitaire en situation de formation : le cas des créateurs de mode“. Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30097/document.
Der volle Inhalt der QuelleThe main purpose of our research was to explore the relation between the creative processes and the identity construction. The creative act is personal, subjective an intimate. «Action is to be found at the heart of subjectivity because it has the power of relating aspirations, representations, as well as values and the sense of ability» (Costalat-Founeau, 2008). Our research leans on the theoretical basis of ego-ecology (Zavalloni & Louis-Guérin, 1984; Zavalloni, 2007) which highlights the complexity of the exchanges contributing to the construction of sense and way of being and acting at the very core of identity dynamics. This approach sees the individual on a holistic way; it conceives identity as an internal environment and focuses on the analysis of social representations built as imaged metaphors of reality. The subject as a transactional and dialogical agent is a discursive subject. It's with and in the speech that ego-ecology and the IMIS method try to find a relation between internal and external environment elements by finding identity words that are used as ontological regulators of the identity dynamic and any creative project. The creative project starts and boosts itself in the subject's subjectivity preferring the expression of emotions, values, aspirations, motivations and abilities that take part of a productive power focused on internal and external coherence. We made this exploratory study on a longitudinal way using as subjects fashion design students during three years
Kunegel, Patrick. „Tutorat et développement de compétences en situation de travail : essai de caractérisation des logiques tutorales“. Paris, CNAM, 2006. http://www.theses.fr/2006CNAM0529.
Der volle Inhalt der QuelleThe development of training in alternation (sandwich courses between school and workplace) has reactivated the age-old function of tutoring. But these practices, often qualified as "spontaneous", are difficult to understand in their modes of implemted reasoning. The purpose of this research is to answer the following question : is tutoring, in work situation, an organized activity ? The interactions filmed between tutors and their apprentice, in real situation, offer protocols for a research situated in an analysis reference framework of professional didactic. The first results concern the "configurations" used as basis for the transformation of competences. The second part concerns the outstanding characteristics of the tutoral shoring. The results clarify several aspects of the enigmatic part of training in alternation : apprenticeship in workplace
Pham, Quang Long. „Émotions et apprentissage en situation tutorale au travail : le cas d'agents de soin mortuaire“. Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM0999/document.
Der volle Inhalt der QuelleThis research concerns the role of situated emotions in workplace learning. The chosen empirical field is the one of agents of mortuary care in situation of interaction tutorale in activities which are new for them. The centrality of emotions in this context seems obvious, an obvious fact that we question in putting in object the emotions. Taking of a distance is made with the prescriptive dimensions or a social control of emotions which are besides necessary. We propose to analyse what it takes place upstream to what the subjects « make » emotions, also putting the focal on the fact that the emotions « make for them ». The emotions, from their appearance to their decrease settle a regime of specific activity aiming first of all to reduce this so displayed tension. The undertaken approach aims at observing according to which modalities this reduction of the emotion tension can come along with a formative dimension. So the formulation of hypothesis of research concern the function of the emotions on the trainee and on their fonctionnalisation by the dyade tutorale in a formative aim. The mobilized theoretical referents are mainly taken from the field of the training of the adults, the psychology of the learning, the emotions and the work. From an analysis of the activity of dyades associating tutor and trainee, we retain a multimodal approach of the interactions. The obtained results are two orders : first, a methodological result by the proposal of a methodogy of access to the situated emotions ; then, a theoretical result by the differentiation of functions of the emotions in the tutorale workplace : function of energy mobilization for the subject, function of revelation of significant moments of learning for the subject, and the social function allowing the subjects to coordinate their action
Gérard, Frédérique. „Évaluation des dispositifs d’apprentissage en situation de travail dans les entreprises“. Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100039/document.
Der volle Inhalt der QuelleCurrently, in organisations, much attention is given to workplace learning and more specifically, intentional, structured and organised learning on the job. Indeed, this kind of training seems to be more efficient and less expensive than off-the-job training.In our research, we study a specific workplace curriculum which has been developed by Entreprise & Personnel association. The aim of our research is to examine the efficacy of this curriculum.Our theoretical framework draws together the work of Billett (1995, 1996, 2001, 2006) one of leader scholars of the field of Workplace Learning and Pastré (1999, 2005, 2011), one of the key researchers of the francophone field vocational didactic. It allows us to formulate 2 hypothesis:- the curriculum facilitates learnings and in particular scheme transformation process;- this curriculum facilitates learning because it affords opportunities that engage the learner.The data gathering procedures was conducted in the French power distribution company ERDF. They include interviews and observations of 21 technicians. Our findings show that hypothesis n°1 is confirmed for all the participants, and hypothesis n°2 for most of them.Our research invites researchers to examine the efficacy of curriculum in terms of scheme transformation process, workplace opportunities and individual engagement. Our findings confirm the interest of workplace curriculum. At the same time, it invites professionals to think critically of reflexivity and learning transfer questions.Our research was conducted under a partnership between Paris Ouest University and ERDF. It was in part funded by the French national research agency
Grangeat, Michel. „Le travail collectif enseignant. Comprendre l'activité professionnelle pour concevoir la recherche et la formation“. Habilitation à diriger des recherches, Université des Sciences et Technologie de Lille - Lille I, 2008. http://tel.archives-ouvertes.fr/tel-00595016.
Der volle Inhalt der QuelleBücher zum Thema "Action de formation en situation de travail"
Rater-Garcette, Christine. La professionnalisation du travail social: Action sociale, syndicalisme, formation, 1880-1920. Paris: L'Harmattan, 1996.
Den vollen Inhalt der Quelle findenHui, Shek-wai. L' incidence de l'éducation et de la formation des adultes sur la situation sur le marché du travail au Canada. Ottawa: Statistique Canada, 2003.
Den vollen Inhalt der Quelle findenShuttleworth, Dale E. Enterprise learning in action: Education and economic renewal for the twenty-first century. London: Routledge, 1993.
Den vollen Inhalt der Quelle findenLean, Lim Lin. More & better jobs for women: An action guide : an ILO follow-up to the Fourth World Conference on Women and the World Summit for Social Development. Geneva: International Labour Office, 1996.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Géomatique: la géotechnologie en action cgo4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Sciences de l'activité physique pse4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Technologie de l'information en affaires btx4e cours préemploi. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Études informatiques ics4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Mathématiques de la technologie au collège mct4c cours précollégial. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenOntario. Esquisse de cours 12e année: Sciences snc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Action de formation en situation de travail"
Bouchard, Robert. „Dialogue, co-action et construction des contextes, en situation de travail: L'écriture (collective) comme artisanat“. In Dialoganalyse VI/2, herausgegeben von Svetla Cmejrkova, Jana Hoffmannová, Olga Müllerová und Jindra Svetlá, 185–94. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965049-020.
Der volle Inhalt der QuelleKalenscher, Tobias, Lisa-Maria Schönfeld, Sebastian Löbner, Markus Wöhr, Mireille van Berkel, Maurice-Philipp Zech und Marijn van Wingerden. „Rat Ultrasonic Vocalizations as Social Reinforcers—Implications for a Multilevel Model of the Cognitive Representation of Action and Rats’ Social World“. In Language, Cognition, and Mind, 411–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_19.
Der volle Inhalt der QuelleEnlart, Sandra. „Action de formation en situation de travail (AFEST)“. In Dictionnaire des concepts de la professionnalisation, 27–31. De Boeck Supérieur, 2022. http://dx.doi.org/10.3917/dbu.jorro.2022.01.0027.
Der volle Inhalt der QuelleChakravorty Spivak, Gayatri. „Gayatri Chakravorty Spivak“. In Gayatri Chakravorty Spivak, 263–66. Hermann, 2023. http://dx.doi.org/10.3917/herm.renau.2023.02.0263.
Der volle Inhalt der QuelleBourdon, Francis, und Danielle Mezzarobba. „16. La recherche-action, un renouveau pour la formation syndicale“. In Le travail intenable, 223–36. La Découverte, 2010. http://dx.doi.org/10.3917/dec.thery.2010.01.0223.
Der volle Inhalt der QuelleBourgeois, Étienne, und Sandra Enlart. „Chapitre 24. L’apprentissage en situation de travail“. In Traité des sciences et des techniques de la Formation, 483–99. Dunod, 2017. http://dx.doi.org/10.3917/dunod.carre.2017.01.0483.
Der volle Inhalt der QuelleTourrilhes, Catherine, und Ana Paula V. Fraga Levivier. „La recherche-action comme pédagogie. Processus collectifs avec des étudiants en travail social“. In Penser la formation en travail social, 83–109. Champ social, 2021. http://dx.doi.org/10.3917/chaso.veyri.2021.01.0083.
Der volle Inhalt der QuelleMayen, Patrick. „Passer du principe d'alternance à l'usage de l'expérience en situation de travail comme moyen de formation et de professionnalisation“. In Alternances en formation, 83. De Boeck Supérieur, 2007. http://dx.doi.org/10.3917/dbu.merha.2007.01.0083.
Der volle Inhalt der QuelleROSEN REINHARDT, Evelyne. „Innovation pédagogique et hospitalité en action“. In Formation linguistique des apprenants allophones et pédagogies innovantes, 121–36. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4166.
Der volle Inhalt der QuelleSonntag, Michel, und David Oget. „Chapitre 7. L’articulation entre formation en situation de travail et formation académique dans une formation d’ingénieurs par alternance“. In La formation d’ingénieurs en alternance, 145–56. Presses universitaires du Septentrion, 2015. http://dx.doi.org/10.4000/books.septentrion.18965.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Action de formation en situation de travail"
Pavlenishvili, Nino. „CENTRAL STATE VS REGIONAL AUTONOMY - POLITICAL ELITE’S ACTION STRATEGY“. In 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0521.
Der volle Inhalt der QuelleCybal-Michalska, Agnieszka. „Globalization, cultural pluralism and the formation of vocational identity in the world of “boundaryless” careers“. In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005324.
Der volle Inhalt der QuelleСедакова, И. А. „О специфике ЛСГ «Бедность» и «Богатство» в болгарских диалектах (на материале «Идеографического диалектного словаря болгарского языка»)“. In Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.18.
Der volle Inhalt der QuelleUstiugova, E. „STYLIZATION PHENOMENON FROM THE PERSPECTIVE OF HERMENEUTICS“. In Aesthetics and Hermeneutics. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2544.978-5-317-06726-7/51-55.
Der volle Inhalt der QuelleLavdina, Yulia, Oleg Gustun und Evgeniy Antonov. „The Visualization of Educational Measurement Results in Adaptive eLearning Systems for the Analysis of the Assessment Materials Quality“. In 31th International Conference on Computer Graphics and Vision. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/graphicon-2021-3027-308-317.
Der volle Inhalt der QuelleVasilevska, Daina. „OUTSOURCING AS A TOOL FOR THE QUALITY MANAGEMENT SYSTEM OF ENTERPRISES IN THE BALTIC REGION“. In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s04.047.
Der volle Inhalt der QuelleMihai, Rodica, Eric Cayeux, Benoît Daireaux, Liv Carlsen, Adrian Ambrus, Per Simensen, Morten Welmer und Matthew Jackson. „Demonstration of Autonomous Drilling on a Full-Scale Test Rig“. In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210229-ms.
Der volle Inhalt der QuelleLoinjak, Igor. „POWER AS THE FOUNDATION OF CULTURAL CAPITAL AND A PREREQUISITE IN CREATING THE VALUE OF AN ARTWORK“. In European realities - Power : 5th International Scientific Conference. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2023. http://dx.doi.org/10.59014/mhjv1841.
Der volle Inhalt der QuelleWylde, Jonathan J., und Alexander R. Thornton. „Calcite Scale Mitigation in a Very Low Watercut, Low Salinity, HPHT Environment: Lessons Learned in Surveillance, Mitigation and Scale Inhibitor Performance Monitoring for an Onshore Field“. In SPE International Conference on Oilfield Chemistry. SPE, 2023. http://dx.doi.org/10.2118/213808-ms.
Der volle Inhalt der QuelleFeinauer, Sophie, Irene Groh und Tibor Petzoldt. „Driver instruction for automated vehicles: Assessing the role of specific elements on learner motivation and mental model development“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002482.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Action de formation en situation de travail"
Laroche, Hervé, und Véronique Steyer. L’apport des théories du sensemaking à la compréhension des risques et des crises. Fondation pour une culture de sécurité industrielle, Oktober 2012. http://dx.doi.org/10.57071/208snv.
Der volle Inhalt der QuelleTea, Céline. REX et données subjectives: quel système d'information pour la gestion des risques? Fondation pour une culture de sécurité industrielle, April 2012. http://dx.doi.org/10.57071/170rex.
Der volle Inhalt der QuelleDetermining an effective and replicable communication-based mechanisms for improving young couples' access to and use of reproductive health information and services in Nepal—An operations research study. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1009.
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