Auswahl der wissenschaftlichen Literatur zum Thema „Soi-Élève“
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Zeitschriftenartikel zum Thema "Soi-Élève"
Rousseau, Nadia, Rollande Deslandes und Hélène Fournier. „La relation de confiance maître-élève : perception d’élèves ayant des difficultés scolaires“. Articles 44, Nr. 2 (02.02.2010): 193–211. http://dx.doi.org/10.7202/039032ar.
Der volle Inhalt der QuelleLe Mézec, Véronique. „« L’élève merveilleux » Praxis de l’enseignant.e et relation à l’élève“. Diversité 195, Nr. 1 (2019): 62–69. http://dx.doi.org/10.3406/diver.2019.4787.
Der volle Inhalt der QuelleMartin, Liza, und Lucile Lafont. „Usages d’un Coping Modèle en EPS auprès d’élèves déficients cognitifs“. Revue Education, Santé, Sociétés, Vol. 6, No. 2, Volume 6, Numéro 2 (08.09.2020): 43–60. http://dx.doi.org/10.17184/eac.3511.
Der volle Inhalt der QuelleSamara Isabel Paternina Ramírez. „Despertando la motivación para fortalecer la comprensión de la lectura“. GACETA DE PEDAGOGÍA, Nr. 47 (23.11.2023): 107–20. http://dx.doi.org/10.56219/rgp.vi47.2346.
Der volle Inhalt der QuelleHemaïdi, Hamdi. „Théâtralisation de la transmission dans le Maître de Santiago de Montherlant“. Quêtes littéraires, Nr. 9 (30.12.2019). http://dx.doi.org/10.31743/ql.5015.
Der volle Inhalt der QuelleLe Breton, David. „Visage“. Anthropen, 2017. http://dx.doi.org/10.17184/eac.anthropen.065.
Der volle Inhalt der QuelleDissertationen zum Thema "Soi-Élève"
Hanin, Luc. „Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique“. Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.
Der volle Inhalt der QuelleThis thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research
Sassi, Noureddine. „Représentations de l'autre et de soi par rapport à la langue maternelle et aux mathématiques dans le premier cycle de l'enseignement secondaire tunisien“. Nantes, 1993. http://www.theses.fr/1993NANT3007.
Der volle Inhalt der QuelleThe purpose of this research is to study the representations that occur in the school environment and are considered as intermediary variables between teaching and learning. The distinctive study of these representations in the framework of the mother tongue and mathematics in the first cycle of secondary education made it possible to bring to the fore the dynamic relationships existing between the subject matter and the representation of the other and of the self within the school context. Results obtained from a first study involving 431 third-year pupils and their teachers tend to confirm the hypothesis that there exists a positive relationship between the representation of the subject matter and the representation of the other. The study of the representation of the self was conducted using a self-descriptive questionnaire which was administered to 755 first cycle pupils (and which also constituted an evaluation instrument for teachers). The data analysis accounts for the main determinants of the representation of the self, the link this representation seems to have with the evaluation of the teacher as well as its evolution during the first years of adolescence
Pellerin, Michel. „Étude du lien entre le concept de soi, la perception étudiante de la relation maître-élève et le rendement scolaire chez des élèves du secondaire“. Thèse, Université du Québec à Trois-Rivières, 1989. http://depot-e.uqtr.ca/5562/1/000574431.pdf.
Der volle Inhalt der QuelleGagnepain, Stephen. „Variation des croyances sur soi des élèves : une analyse des métaperceptions d'élèves inspirées par la catégorisation enseignante“. Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20043.
Der volle Inhalt der QuelleWhat does this teacher think about me? This question is the start point for a singular research in educational sciences. We propose to describe how students' belief about themselves vary following the presentation of information about their teacher’s beliefs. This study is based on the literature's contributions of school beliefs and metaperceptions (i.e. believes that refer to how an individual thinks he is perceived by tiers). The literature review raises the question of the influence of information related to teacher’s categorization on students' self-categorizations and metaperceptions.The issue has characteristics (comparison of self-categorizations - students' metaperception in relation to the teachers’ categorization, progressive presentation of information) that require an original research protocol. This protocol is based on the participation of 216 students and 12 teachers of professional education in France.The results show that the presentation of information about teacher’s categorization does not influence students assumed réciprocity, self-other agreement and meta-accuracy regarding to their teachers’ categorization. Nevertheless, the results suggest that the influence related to the progressive presentation of information is materialized by the number of categories and by the denominations of the categories that the student mobilizes to illustrate their self-categorization and their métaperception. It is also necessary to point out that presentation of information related to teacher categorization impacts more the content of pupils' self-categorizations and metaperceptions than the articulation of those. Contributions of this research offer some ideas about the influence of the teacher's judgments on students and the valorization of the mobilized information in the elaboration of their metaperception
Bouriot, Catherine. „Les comportements d'opposition d'élèves orientés par défaut en lycée professionel et l'échec de la relation éducative“. Université de Franche-Comté. UFR des Sciences du langage, de l'homme et de la société, 2010. http://www.theses.fr/2010BESA1044.
Der volle Inhalt der QuelleThis doctoral dissertation in educational sciences cornes within the field of social psychology. It analyses the oppositional behaviours of pupils/students guided by default to vocational schools and measures the resulting consequences for pupils, class and educational staff. For one school year, I followed up students from the first level of vocational studies in accounting within the school where I was working as principal educational adviser. 50% of the pupils had not chosen their specialty and the number of problems encountered day after day led us to investigate the link between default guidance and failure of the educational relationship, characterised by students giving up or dropping out, high absenteeism rates, disturbances, rudeness and violence. The teaching atmosphere was hard to bear for both the pupils and the teachers. Teaching became almost impossible due to incessant troubles such as delays, inadvertent remarks, chats, projectiles, incivilities, etc. We used formal and inf ormal documents relating to this group of pupils, a logbook, questionnaires filled up by the teachers, pupils' works, etc. Our investigations helped us identify oppositional behaviours developed by default-guided pupils as a self-esteem preservation strategy. Such behaviours destroy the educational relationship for the misguided student but also for his/her school mates and the other stalœholders: teachers, educational advisers, managers. Members of the class who cannot adapt to the prevailing standards of disturbers suffer various forms of exclusion. Teachers feel impotent and abandoned and questioned in their legitimacy. As a consequence, conflicts arise in the educational community, in particular towards the managerial staff
Vaillancourt, Marie-Ève. „Biais d'évaluation de compétence scolaire, distorsions cognitives et adaptation des jeunes“. Thèse, 2013. http://www.archipel.uqam.ca/5804/1/D2555.pdf.
Der volle Inhalt der QuelleDupras, Geneviève. „L'importance des conditions de l'estime de soi à l'adolescence pour le bien-être psychologique des jeunes et le rôle du soutien social perçu“. Thèse, 2012. http://www.archipel.uqam.ca/4642/1/D2264.pdf.
Der volle Inhalt der QuelleDubois, Valérie. „Influence des caractéristiques parentales et de leurs perceptions par l'enfant sur le biais d'évaluation de sa compétence scolaire : un modèle explicatif“. Thèse, 2010. http://www.archipel.uqam.ca/3338/1/D1925.pdf.
Der volle Inhalt der QuelleBücher zum Thema "Soi-Élève"
Gordon, Thomas. Enseignants efficaces: [enseigner et être soi-même]. Montréal: Les Ed. de l'Homme, 2005.
Den vollen Inhalt der Quelle findenTrudeau, Hélène. Et si un geste simple donnait des résultats--: Guide d'intervention personnalisée auprès des élèves. Montréal: Chenelière/McGraw-Hill, 1997.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Soi-Élève"
Jovenet, Anne-Marie. „Chapitre 7. Du lien entre le soi adulte/enseignant et le soi enfant/élève : les aléas d’un cheminement collectif“. In Enfant en souffrance... élève difficile ?, 157–80. Presses universitaires du Septentrion, 2014. http://dx.doi.org/10.4000/books.septentrion.16945.
Der volle Inhalt der QuelleJovenet, Anne-Marie. „Chapitre 3. La question de l’enfant, de l’élève et du lien enfant/élève en soi“. In Enfant en souffrance... élève difficile ?, 67–88. Presses universitaires du Septentrion, 2014. http://dx.doi.org/10.4000/books.septentrion.16939.
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