Auswahl der wissenschaftlichen Literatur zum Thema „Relations enseignants-élèves dans la littérature“
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Zeitschriftenartikel zum Thema "Relations enseignants-élèves dans la littérature"
Atallah, Marc. „« La science-fiction est fondamentalement un art critique » : enseigner la littérature de science-fiction pour éduquer au contre“. RELIEF - REVUE ÉLECTRONIQUE DE LITTÉRATURE FRANÇAISE 17, Nr. 1 (15.09.2023): 23–36. http://dx.doi.org/10.51777/relief17556.
Der volle Inhalt der QuelleBaron, Marie-Pierre, Hélène Makdissi und Andrée Boisclair. „Développement discursif de l’enfant sourd : récit et morphosyntaxe“. Éducation et francophonie 39, Nr. 1 (27.06.2011): 26–53. http://dx.doi.org/10.7202/1004328ar.
Der volle Inhalt der QuelleTremblay, Philippe. „Les effets perçus du coenseignement intensif sur la gestion de classe et le comportement des élèves“. Didactique 3, Nr. 3 (20.10.2022): 114–38. http://dx.doi.org/10.37571/2022.0306.
Der volle Inhalt der QuelleLamarche, Marie-Aimée, und Micheline-Joanne Durand. „Développement du sentiment d’efficacité personnelle perçu par des enseignantes œuvrant auprès d’élèves ayant un trouble du spectre de l’autisme au secondaire et appropriation de nouvelles pratiques évaluatives“. Canadian Journal of Education/Revue canadienne de l'éducation 45, Nr. 3 (16.10.2022): 835–66. http://dx.doi.org/10.53967/cje-rce.v45i3.5239.
Der volle Inhalt der QuelleLecrux, Amandine, Alban Kleiser und Flavien Bouttet. „La construction des ressources enseignantes en EPS. Responsabilisation individuelle et engagements collectifs pour l’inclusion des élèves dyspraxiques“. Sciences sociales et sport N° 23, Nr. 1 (01.01.2024): 101–28. http://dx.doi.org/10.3917/rsss.023.0101.
Der volle Inhalt der QuelleDupin de Saint-André, Marie, Isabelle Montésinos-Gelet und Robert Bourdeau. „Intégrer la littérature jeunesse en classe à l’aide de réseaux littéraires“. Documentation et bibliothèques 61, Nr. 1 (09.03.2015): 22–31. http://dx.doi.org/10.7202/1029001ar.
Der volle Inhalt der QuelleLecavalier, Jacques, und Suzanne Richard. „L'évaluation contre la lecture – La résistance au changement en didactique de la littérature“. Diversité 166, Nr. 1 (2011): 131–36. http://dx.doi.org/10.3406/diver.2011.3463.
Der volle Inhalt der QuelleBeaulieu, Judith, Noémia Ruberto und Naomi Labrosse Noury. „Objectifs évalués et contextes de développement de compétences ciblés au sein des bulletins d’élèves ayant une déficience intellectuelle profonde“. Revue hybride de l'éducation 7, Nr. 1 (21.06.2023): 63–83. http://dx.doi.org/10.1522/rhe.v7i1.1304.
Der volle Inhalt der QuelleDelens, Cécile, Ghislain Carlier, Jacques Florence, Jean-Pierre Renard und Alfred Scheiff. „Relation entre le portrait comportemental de l’élève et l’action pédagogique de l’enseignant“. STAPS 17, Nr. 39 (1996): 7–24. http://dx.doi.org/10.3406/staps.1996.1044.
Der volle Inhalt der QuelleCece, Valérian, Cédric Roure, Patrick Fargier und Vanessa Lentillon-Kaestner. „L’effet des jeux vidéo actifs sur les élèves en éducation physique et sportive : une revue systématique“. Movement & Sport Sciences - Science & Motricité, Nr. 119 (2023): 29–45. http://dx.doi.org/10.1051/sm/2022027.
Der volle Inhalt der QuelleDissertationen zum Thema "Relations enseignants-élèves dans la littérature"
Castañeda, Rojas Giovanny. „Configurations de la violence dans la relation enseignants-élèves“. Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2017/document.
Der volle Inhalt der QuelleThis study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects of this type of relationship on the school environment that translates into various forms of conflict, not only between teachers and students, but preceptors and many times includes school administration. In addition, the study seeks to recognize the implications that this problem has on the school and the education system itself, which often feels powerless due to the complexity of this expression of school violence in which it is the teachers and the school itself that are the perpetrators.This work uses methodological tools from the sociology of Pierre Bourdieu in order to obtain a greater approach in the academic field. Hence it mediates the power through which the school authority is exercised on the relationship between teachers and students. Moreover, school violence and bullying are approached from a socio-educational perspective that provides fundamental elements for their understanding and explanation.In order to achieve the objectives set foward, the research uses a qualitative methodology, the Participation Action Research - IAP approach and the Social Education Nuclei -NES model. The participating population was made up of students, teachers, directors and parents of three public schools in the city of Bogotá from three different locations. In-depth interviews were used to work with teachers, students, and school administration. Focus groups were held with parents and 3 NES were conducted with students in 24 work sessions lasting approximately 4 months.In conclusion, the research showed that physical and emotional punishment continue to be part of the practices of teachers and this is shaped by the unequal distribution of the city that determines the positions of students and teachers in the school field. Moreover, it is an ongoing struggle to maintain power and authority in school that demands new practices and forms of relationship that respond to the realities of contemporary society
Tabet, Naïma. „Relation entre enseignants et enseignés de sexes différents : contribution à l'étude de l'influence des représentations liées aux sexes sur les représentations des élèves par les enseignants et des enseignants par les élèves dans un contexte culturel marocain“. Bordeaux 2, 1990. http://www.theses.fr/1990BOR21009.
Der volle Inhalt der QuelleA first method using a questionnaire given to a sample of secondary school teachers and students from Casablanca (Morocco) reveals a three-level schematic structure of representations related to sex. The first includes aspects mostly influenced by social change and the second involves aspects which are subject to hesitations and thus become sources of conflict. The last level which is a hard core is made up of aspects resisting to change, i. E. , aspects concerning roles and status of each sex and the relationship between the two. Teachers' and students' self-perceptions and the perceptions and the perceptions of their respective school partners are categorised according to sex. Sex-related perceptions are dependent on socio-cultural variables (social origin, residence, father's occupation for students and social origin of teachers) as well as on sex. A second method using a projective test (t. A. T. ) Confirms a number of these perceptions and reveals responses characteristic of both sexes to the different situations in the test figures. It also shows that the apperception of the classroom situation as well as of teacher-student relationships is closely linked to the sex of the teacher and the student. These perceptions seem to have an influence on students' school achievement. Average grades obtained by students in the sample in achievement tests in arabic,. .
Charlier, Olga. „Les élèves perturbateurs : les apports de l'ethnographie dans la relation enseignants enseignés“. Paris 8, 1995. http://www.theses.fr/1995PA081051.
Der volle Inhalt der QuelleToday, numerous teachers find themselves unable to transmit their messages to their pupils. Sometimes even everyday practicalities present insuperable difficulties. The pupils, whether "good" or "poor" are a source of disorder in the classroom : they are disruptive. The application of ethnographic methods within schools (both primary and secondary) and more particularly in the classroom itself, has enabled us to gain a more intimate insight into the workings of school life, far beyond that presented by traditional descriptions. Thus, we describe the malaise in the teachers pupils relationship from an ethnographic and interactionnist angle, and brighlight the contribution ethnography can make to the improvement of educative practice
Kouassi, Fabrice Constant. „Une norme éthique des touchers physiques dans les interactions entre les enseignants et les élèves“. Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28054.
Der volle Inhalt der QuellePhysical contact between teachers and students can create a disturbing situation that shakes the life of the school. The task of being a teacher becomes more complex in that they run the risk of prosecution in the courts. Over the last few decades, many teachers have been brought to justice in cases of sexual assault. Union, in the educational community, have become quick to advise their members to refrain from any physical contact with their pupils in order to reduce the risk of criminal prosecution. Given this state of affairs, the question arises as to how is it possible to contribute to establishing clear procedures for the physical contact between pupils and teachers; procedures that could become a frame of reference to guide teachers who regularly use physical touch in their educational practices? For our part, we believe that this framework requires a professionalization of the physical contact, which will be discussed in this thesis. The professionalization of physical contact between teachers and pupils brings us first to the field of ethics. It should be a priority to build an ethical standard that should govern the physical contact between teachers and pupils. What could this ethical standard be? What could the content be? We will refer to several theoretical and practical sources to construct this ethical standard of the use of physical touch in education. As part of this standard will establish the acceptable distance between two persons, we will first analyze the work of socio-anthropologists concerning rules that govern civility and social interactions. Given that this standard affects both judicial and legal aspects, we have also relied on legal and jurisprudential sources. Essentially, in order to establish this standard, we have taken into account the theories that relate to physical touch, professional distance, Canadian laws and rules, existing occupational codes and prosecution decisions regarding physical touch between a teacher and a student. Subsequently, we also examined the "good practices" of physical touch in occupations where manipulation of the body is essential. All of this research will allow us to build an ethical standard that supports and gives a "professional" meaning to the physical touch between teachers and students. This norm can be perceived as an operational act that brings a body in a position of authority into contact with a body that holds a level of confidence in the other. In principle, these two bodies show each other respect by maintaining a fair or professional distance. However, during physical contact, the body in a position of authority obtains an educational objective that will essentially serve the student.
Qiao, Shiyan. „Expression du corps dans les interactions entre élèves et enseignants à l'école primaire en Chine“. Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2164.
Der volle Inhalt der QuelleExpression of the body language in learning processes in class between pupils and teachers in primary school in ChinaIn France, many researchers are interested in the issue of body expression in learning process. In class, teacher's body student’s body is in a continual motion, which may cause breaks in teacher-student communication in learning. These discontinuities can also be assets for strengthening communication in learning.In the context of contemporary Chinese primary school, the research we have undertaken efforts to understand the type of relationship that the learner subject establishes with its environment at school, when it is an experiencing success or a difficult situat²ion. This is a fairly new area in China where research on the expression of the body in the teacher started only at the beginning of the XXIst century. Building on the Western theories of nonverbal communication, we undertook experimental studies in China. This study takes into account the multiple dimensions borrowing from various fields such as psychology, philosophy, sociology, anthropology, and those focused on non-verbal communication.Research starts from these three questions. What does the expression of the body in the interactions in favor of the existence of a link between body language and pedagogical relationship? From the point of view of Janine Lafon (Vers une gestion de la séduction dans la relation pédagogique, 1991), what is the place of the body in the pedagogical relationship? To what extent and how does the expression of the body in the interaction between teacher and students determine that there is a link between body language and pedagogical relationship?The issues are addressed from the organization of teaching in the primary school Chao Yang section of the city of Beijing. The research examines the body in the classroom, the teacher's point of view and from the perspective of the student: identify, explain the place of the body and gestures in teaching situations in China.To carry out this research, tin the same primary schools in Beijing, we built two questionnaires to a sample of 204 students and 16 teachers and produced two videos forty-five minutes each, a mathematics course for one, a Chinese language course to the other.To the extent that in the context of Chinese culture it is not usual to show emotions with gestural expressions, we believe that the teacher's gestures:1 - Play a role in furthering the interaction between him and the students (pedagogical relationship),2 - Encourage students to take courses with more attention,3 - Are essential to accompany the oral verbal expression of the master in his teaching practice.In other words,Chinese students would be influenced by the voice of the mistress during class lessons.Chinese students would be influenced by the actions and the physical posture of the teacher.Chinese students are more attentive during class when the teacher uses nonverbal gestures in teaching.There would be a consistency between the opinions of students and those of teachers facing the influence of teacher’s voice on the student.There would be a consistency between the opinions of students and teachers between those nonverbal communication and teaching effectiveness
Núñez, Rojas Mauricio. „Le raisonnement pédagogique dans l'identification des difficultés scolaires et son évolution en situation d'interaction professionnelle“. Doctoral thesis, Université Laval, 2009. http://hdl.handle.net/20.500.11794/20899.
Der volle Inhalt der QuelleBonnemaison, Marie. „De l'enseignement du français au lycée : des attentes institutionnelles aux pratiques des élèves“. Paris 8, 2001. http://www.theses.fr/2001PA081977.
Der volle Inhalt der QuelleLevesque, Robert. „Le respect dans le milieu scolaire : une analyse comparée des perceptions des élèves et des enseignants en fonction de la culture organisationnelle et de la taille des écoles“. Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29713/29713.pdf.
Der volle Inhalt der QuelleThe objective of this research was to compare the perceptions of teachers with those of students in regards to the concept of respect in schools. The conceptual framework allows us to better understand and to bring more light on the phenomenon of perception by highlighting variables such as age, sex, school size, culture and values that can influence the perception of individuals. The creation and the verification of the reliability of an instrument in the form of a Likert scale of measurement allowed us to analyze the perceptions of a sample of 226 teachers and 1021 students from seven francophone schools in New Brunswick. Factorial grouping was performed with the data in order to create a typology of perceptions from the participants and compare them according to the respondents’ gender, teachers’ age and experience, the student’s grade, school size and the teacher’s perception of the organizational culture. The results show a significant difference between the perceptions of teachers and students on 39 of the 50 behavior / scenarios proposed. Significant differences also exist in other demographic variables such as school size and the perception of the school’s culture, for both teachers and students. The results suggest that students, in some cases, do not necessarily intend to be disrespectful in their actions. Awareness of this reality on the part of teachers would reduce the risk of unnecessary conflict and foster an environment for constructive learning. It could also help teachers manage conflicts due to differences in perceptions.
Abeme, Ndong Mireille. „Formation des sujets lecteurs enseignants dans le secondaire au Gabon“. Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/31149.
Der volle Inhalt der QuelleOur doctoral research focuses on the training of French Teacher readers (SLE) subjects in secondary school in Gabon. Due to the introduction of the methodical reading in the official instructions in Gabon in the ’90s, the teaching of literary reading remains organized around activities that obscuring the reader’s subjectivity. Yet many educationalists argue that any reading is subjective (Rouxel and Langlade 2004 ; Louichon 2011 ; Sauvaire, 2013), and that the involvement of the reader would stimulate personal reactions and plural readings. In the continuity of recent work on literary reading, particularly on the training of readers (Mazauric, Fourtainier and Langlade, 2011 ; Émery-Bruneau, 2013 ; Ahr, 2014 ; Sauvaire, 2015), and following the overview of French teaching in Gabon that we have established (Abeme Ndong, 2015), we defend the idea that training of future French Teachers (FEF) in literary reading would be a prerequisite for taking into account of subjectivity of students readers. Our research is based on an experiment to integrate literary reading in the training of future secondary French Teachers at the Ecole Normale Superieure (ENS) of Libreville in Gabon. We believe that initiating the FEF to literary reading enables generating personal and varied readings leading to an interpretation of the literary reading text. It should, however, be noted that the difficulty lies in the fact that in Gabon the influence of the structuralist school on teaching of literature still prevails. Thus, given in lectures, the methodical reading focuses on learning the tools of text studied analysis, without a real participation of the readers. The teaching of literary reading boils down to the construction of a unique meaning by the Teacher (Duquesne, 1993 ; Langlade, 2004a). We designed an educational device to combine the structural analysis knowledge of the texts that the future teachers possess with the current didactic approaches to subjective reading. This training research was conducted as follows: First, we designed a teaching device for a collection of poems based on individual readings of texts and their interpretations by the FEF in collaborative activities. Second, we conducted our experiment with a FEF class from ENS in Gabon. This mechanism should bring the FEF by a back and forth between the texts and the readers, to enrich each other and to promote a reflexive posture (Bucheton...
Lacour, Martine. „Empathie des enseignants et souffrance psychique des élèves : étude des processus psychiques dans les groupes de soutien au soutien“. Phd thesis, Université de Franche-Comté, 2012. http://tel.archives-ouvertes.fr/tel-00980786.
Der volle Inhalt der QuelleBücher zum Thema "Relations enseignants-élèves dans la littérature"
Gudat, Rebecca. Pädagogischer Eros und literarisierte Formen grenzüberschreitender Lehrer-Schüler-Beziehungen: Von Platon in die (Post-)Moderne. Würzburg: Königshausen & Neumann, 2017.
Den vollen Inhalt der Quelle findenJames, Patterson. Retour au collège: Le pire endroit du monde! Vanves: Hachette romans, 2016.
Den vollen Inhalt der Quelle findenChristopher, Tebbetts, und Park Laura 1980 ill, Hrsg. Just my rotten luck. New York: Little Brown & Company, 2015.
Den vollen Inhalt der Quelle findenBerman, Jeffrey. Empathic Teaching: Education For Life. University of Massachusetts Press, 2004.
Den vollen Inhalt der Quelle findenJames, Patterson. Middle School. Penguin Random House, 2015.
Den vollen Inhalt der Quelle findenJames, Patterson. Middle School: Just My Rotten Luck Special Edition. Penguin Random House, 2016.
Den vollen Inhalt der Quelle findenMiddle School: Just My Rotten Luck. jimmy patterson, 2015.
Den vollen Inhalt der Quelle findenJames, Patterson. Middle School: Just My Rotten Luck : (Middle School 7). Penguin Random House, 2015.
Den vollen Inhalt der Quelle findenMiddle School: Just my Rotten Luck. Little, Brown and Company, 2015.
Den vollen Inhalt der Quelle findenJames, Patterson. Just My Rotten Luck Lib/E. Jimmy Patterson, 2015.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Relations enseignants-élèves dans la littérature"
LLENA, Clément, Isabelle JOING und Jacques MIKULOVIC. „Valeurs et bien-être au travail“. In Revue Education, Santé, Sociétés, Vol. 7, No. 2, 63–84. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4666.
Der volle Inhalt der QuelleAubry, Alexandre. „Les pratiques d'enseignement auprès des élèves à haut potentiel intellectuel“. In Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 279–90. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/21.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Relations enseignants-élèves dans la littérature"
Filhol, Benoit. „La Méditerranée, un trésor pédagogique“. In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2972.
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