Academic literature on the topic 'Identité professionnelle – Enseignants'
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Journal articles on the topic "Identité professionnelle – Enseignants"
Troncin, Thierry. "Se professionnaliser dans un dispositif de formation spécialisée." Phronesis 2, no. 4 (February 5, 2014): 70–80. http://dx.doi.org/10.7202/1022262ar.
Full textGoyette, Nancy, and Stéphane Martineau. "Les défis de la formation initiale des enseignants et le développement d’une identité professionnelle favorisant le bien-être." Phronesis 7, no. 4 (February 19, 2019): 4–19. http://dx.doi.org/10.7202/1056316ar.
Full textMackiewicz, Marie-Pierre. "Opposition à la figure du parent et identité enseignante." Diversité 163, no. 1 (2010): 24–31. http://dx.doi.org/10.3406/diver.2010.3331.
Full textPerez-Roux, Thérèse. "Processus de professionnalisation et dynamiques identitaires : deux études de cas chez les enseignants de lycée professionnel en France." Nouveaux cahiers de la recherche en éducation 13, no. 1 (July 30, 2013): 83–101. http://dx.doi.org/10.7202/1017462ar.
Full textPaun, Emil. "Professionnalisation des enseignants roumains et identité professionnelle. Perspective sociologique." Carrefours de l'éducation HS 2, no. 4 (2011): 159. http://dx.doi.org/10.3917/cdle.hs02.0159.
Full textBishop, Marie-France. "Les enseignants de l'école primaire : une identité professionnelle originale." Le français aujourd'hui 171, no. 4 (2010): 75. http://dx.doi.org/10.3917/lfa.171.0075.
Full textQotb, Hani. "L’identité professionnelle des enseignants de langues sur les réseaux sociaux : le cas du forum neoprofs." Langages N° 232, no. 4 (December 11, 2023): 81–106. http://dx.doi.org/10.3917/lang.232.0081.
Full textMathey-Pierre, Catherine. "Un travail accordé entre professionnels de l'éducation." Diversité 158, no. 1 (2009): 115–21. http://dx.doi.org/10.3406/diver.2009.3154.
Full textCattonar, Branka. "La formation initiale des enseignants du secondaire en Communauté française de Belgique: enjeux professionnels et identitaires." Swiss Journal of Educational Research 34, no. 3 (September 26, 2018): 515–32. http://dx.doi.org/10.24452/sjer.34.3.4894.
Full textPerez, Tizou. "Identité professionnelle des enseignants : entre singularité des parcours et modes d'ajustement aux changements institutionnels." Savoirs 11, no. 2 (2006): 107. http://dx.doi.org/10.3917/savo.011.0107.
Full textDissertations / Theses on the topic "Identité professionnelle – Enseignants"
Diagne, Baba Dièye. "Etude du développement professionnel des enseignants de fabrication mécanique au Sénégal." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0400.
Full textOur work focuses on the professional development of teachers of mechanical manufacturing in Senegal. This study is analyzed from the dual point of view of the professional identity of teachers and their activity in teaching / learning situations. Our theoretical framework articulates professional identity and professional didactics. As a first step, our analytical framework is the statistical characterization of teacher identification profiles based on the indicators collected in the literature review. Secondly, we refer to the professional knowledge inferred from the action plans in the organization of the teachers' activity. For this double analysis, we have developed a method to research, approach and answer a questionnaire, the representation of teachers on their profession and the following, to elucidate the patterns mobilized in their activity. In the operating invariants of the patterns mobilized in their activity, we have identified the professional knowledge of the teachers involved. The crossing of these two analytical frameworks allows us to see the influence of the professional teaching sign on the development of their skills
Ardouin, Thierry. "Identité professionnelle des enseignants de l'apprentissage : essai de typologie." Paris 8, 1994. http://www.theses.fr/1994PA080931.
Full textThis thesis focusses on teachers in training schools, the very operational actors in this educational system and the analysis of professional situations as an indication of the construction of professional identities. The introduction sets down our problem and field of investigation which in a psychosocial and socio-educational approach shows the actors' performances confronted to the evolution of their job environment. The first part deals with the elements of the evolution of apprenticeship, the alternating educational system and the different approach of the identity concept. The second part is the methodological construction of the research. Finally the two parts show the results on the situation and the teachers' professional identity in training schools and a typology of their identity construction towards the alternating educational system
Royer, Séréna. "La première année d'insertion professionnelle des nouveaux enseignants du secondaire: comment se poursuit la construction de l'identité enseignante?" Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9456.
Full textMalet, Régis. "Formation, identité et raison narrative : contribution à une phénoménologie du sujet en formation à partir d'une étude auprès d'enseignants-débutants britanniques et français." Tours, 1997. http://www.theses.fr/1997TOUR2018.
Full textThe concept of identity, as necessary and fruitful as it may appear today to comprehend the formation of the subject, is yet rarely put at the heart of the educative thought. Its wide-ranging use and its static connotation have probably something to do with this. Nevertheless, an anthropological investigation of identity may reverse this perspective. What does identity teach us about a subject who never ceases to become him/herself? This study discovers the potentialities of a questioning of these two notions, identity and formation, whose link is clarified through an in-depth return to the hermeneutic and phenomenological thought. Far from being divided, the concepts are discussed in order to understand what educating and becoming oneself mean. How can the identity of an i in formation be thought? Giving a central status to the recurrent link between the sensitive experience -the inscription of the subject within a world and a space- and the narrative experience -its emergence within the language- this confrontation engenders a model of understanding of the subject formation based on a renewed contact to the world, the others and oneself. How can the poles of this ternary combine within the life of the subject ? The author explores this question of identity formation on the field of teachers' education and in a comparative french-british perspective. Anchored in a cultural world, between inheritance and project, how do the becoming subjects build up meaning and identity in a combination of its social, cultural and personal elements?
Bouchard, Pascal. "L'être enseignant : analyse de la situation morale des enseignants du second degré dans l'institution scolaire aujourd'hui." Lyon 2, 1994. http://www.theses.fr/1994LYO20039.
Full textUniversitary courses. But, when they practice, they face children whose connection with knowledge is quite different than the one they have had in university. So they are in a permanent tension, which is the main characteristic of the teachers' condition. That definites ontologically teacher's being. This tension may have negative effects when one of both terms is forgotten. That appears in corporative discourses from traditionnal school defenders. The production of positive effects comes through great efforts in order to rationalize, as if teachers needed excuses to be generous in teaching. It also comes through a great deal of universitary references, as if they allways needed remembrance of their legitimacy origines. When a teacher cannot manage the contradiction between university knowledge and school knowledge, he must accept the idea that knowledge is composite ; pupils become partners in the knowledge production instead of being teacher's knowledge receivers. Teacher's stress at holding both terms is nearly impossible to bear. To find a new balance, one should have a personal reflexion which needs a new vocabulary. Instead of transmission, one should speak about knowledge sharing
Barry, Ibrahima. "La formation des enseignants du secondaire en Guinée : représentations, attitudes, identité professionnelle." Paris 10, 1996. http://www.theses.fr/1996PA100078.
Full textIn this dissertation, I looked into the hypothesis that teachers representations and attitudes vary according to the natural regions, and that teaching profession seems to be most highly valued by those who are from the forest region. This, I argued, is due to ethnological, economic and religions specificities. In chapters dealing with subject perception, with pedagogical relationships and with conceptions of professional identity, I analyzed the aspirations, anxieties, frustrations and expectations of the teaching population. I pointed out the difference between, on the one hand the students who are assigned to the teaching profession often in spite of their desire, and who experience this forced assignment as a disappointment or even as a downfall compared to their original desire, and on the other hand the "recycles" (in-service trainees), former primary school teachers, who consider further training in maneah institute as a promotion and as an acknowledgement of their legitimacy. The last two chapters examine the possibility of making teaching materials and aids from locally available means; this would enable teachers to make their teaching more concrete
Bergeron, Jacqueline. "Identité professionnelle-professionnalité-formation : le cas des instituteurs d'IME : 1994-1998." Bordeaux 2, 1999. http://www.theses.fr/1999BOR21012.
Full textPouchain, Avril Claude. "Logiques organisationnelles et dynamiques individuelles : essai d'analyse des enjeux identitaires en formation (cas de l’académie de Lille et des enseignants de collège)." Paris, CNAM, 1995. http://www.theses.fr/1995CNAM0228.
Full textBased on the hypothesis the in-service training is the result of an identitary nature negociation between an organisatio and its staff, the subject of this thesis is to prepare the analysis of the negaciation thanks to a better knowledge of existing relationships, on one side, between organisational logics and training politics, on the other side, between individual dynamics and relationships with the education (mainly in-service training) with the identity concept through the different notions of "identitary assignment" and "identitary dynamic" in the middle of the thought. To attemp and work out this analysis, two types of tools have been elaborated : 1) a first grid, connecting organisational politics, the method to motivate human resources, with what is happening in the range of trining. 2) a second grid, connecting the itinerary dynamics, their relationships with social identity, to the professional identity with the one they keep up with training. These tools, clase to those used in contexts of firms, have been activated within the limits of a device of in-service training in an academy of the department of education and of a population techning in secondary school. Two types of results have been extracted : 1) the influence that the focalization of the organisation plays cither on its users, or on its techning-product, or in staff concerning the methods and the content on the training. 2) the interest, after any other works on different categories of salaried employees, to differentiate four sorts of dynamics associated with four types of relationships wi training. These tools and results might be useful for the diverse protagonists of training, for the decision-makers and persons in charge of creating the scheme of training, for the formatives and headmasters, with the idea of a better
Zimmermann, Philippe. "Analyse du façonnage de l'identité professionnelle des enseignants d'école primaire en formation initiale." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00865028.
Full textGermier, Christian. "Développement et changement : le développement professionnel collectif des enseignants face aux réformes dans les lycées agricoles publics." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20065/document.
Full textNowadays, the collective dimension of teaching constitutes an important issue of the educative reforms. This ethnographic study deals with the links between development and change. We consider the teachers’ collective work as a result of interactions between professional development and institutional change. Referring to the hypothesis of the emergence of teachers’ collectives as new actors in the educative systems, we attribute to them the capacity to develop themselves professionally through the contact with reforms. Leaning on the research works about professional development on one hand, and about the teachers’ collective work, on the other hand, we build a complex model of collective professional development (CPD) that we submit to the fieldwork in the framework of the implementation of individualization devices in the French public agricultural colleges. The results of this work show that the process of CPD depends on the nature of the change (form, level, intensity), on the professional, organizational and institutional situation and on the characteristics (knowledge and identity) of the members of the collective. Indeed, an especially unclear text prescribing new forms of intervention to the pupils (accompanying versus teaching, individual versus group) requires the construction of strategies for a local and adapted implementation. These strategies are built on the basis of experiential and new knowledge and must be “admissible” at the professional identity. Thus, the four groups we studied had different reactions faced with the change, amending thereby the model which is proposed
Books on the topic "Identité professionnelle – Enseignants"
Ardouin, Thierry. Identité professionnelle des enseignants de l'apprentissage: Essai de typologie. Lille: A.N.R.T, Université de Lille III, 1994.
Find full textBillotte, Gilles. L'ÉQUIPE PÉDAGOGIQUE - Vers une nouvelle identité professionnelle des enseignants. Paris: Editions L'Harmattan, 2002.
Find full textRiopel, Marie-Claude. Apprendre à enseigner: Une identité professionnelle à développer. Québec, Qué: Presses de l'Université Laval, 2006.
Find full textAntoine, Abou, Giletti Marie-Josèphe, and Centre de recherche en éducation et formation aux Antilles et en Guyane., eds. Enseignants d'Europe et d'Amérique: Questions d'identité et de formation : séminaire des 6 et 7 mai 1998, Pointe-à-Pitre. Paris: Institut national de recherche pédagogique, 2000.
Find full textMirail, Université de Toulouse-Le, ed. Représentations, identités et pratiques professionnelles des enseignants: Le cas de l'enseignement agricole. Lille: A.N.R.T, Université de Lille III, 1994.
Find full textBarry, Ibrahima. La formation des enseignants du secondaire en Guinée: Représentations, attitudes, identité professionnelle. 1996.
Find full textGiletti, M. P., and Antoine Abou. Enseignants d'Europe et d'Amérique : Question d'identité et de formation. INRP, 2000.
Find full textEnseignants d'Europe et d'Amérique: Questions d'identité et de formation : Séminaire des 6 et 7 mai 1998, Pointe-à-Pitre. Paris: Institut national de recherche pédagogique, 2000.
Find full textLes enseignants dans la société française au XXe siècle: Itinéraires, enjeux, engagements. Paris: Publications de la Sorbonne, 2004.
Find full textLe mémoire professionnel en formation des enseignants: Un processus de construction identitaire. Paris: L'Harmattan, 1998.
Find full textBook chapters on the topic "Identité professionnelle – Enseignants"
Coulombe, Sandra, Manon Doucet, Andréanne Gagné, Ahmed Zourhlal, and Sarah Thibeault. "SAVOIRS D’EXPÉRIENCE PARTAGÉS ENTRE ENSEIGNANTS EN FORMATION PROFESSIONNELLE." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 161–86. Presses de l'Université Laval, 2019. http://dx.doi.org/10.2307/j.ctv1gbrxvv.9.
Full text"Savoirs D’Expérience Partagés Entre Enseignants En Formation Professionnelle." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 161–86. Les Presses de l’Université de Laval, 2019. http://dx.doi.org/10.1515/9782763738413-007.
Full textCividini, Monica, and Ahmed Zourhlal. "À PROPOS DE L’EXPÉRIENCE DES ENSEIGNANTS ACCOMPAGNATEURS D’UN PROGRAMME D’INSERTION PROFESSIONNELLE." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 187–204. Presses de l'Université Laval, 2019. http://dx.doi.org/10.2307/j.ctv1gbrxvv.10.
Full text"À Propos De L’Expérience Des Enseignants Accompagnateurs D’Un Programme D’Insertion Professionnelle." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 187–203. Les Presses de l’Université de Laval, 2019. http://dx.doi.org/10.1515/9782763738413-008.
Full textPoucet, Bruno. "Militance et affirmation d’une nouvelle identité professionnelle dans l’enseignement privé sous contrat (1958-1986)." In Les enseignants dans la société française du xxe siècle, 133–46. Éditions de la Sorbonne, 2004. http://dx.doi.org/10.4000/books.psorbonne.59899.
Full textGoyette, Nancy. "La passion de l’enseignement et la préparation des futurs enseignants à la construction d’une identité professionnelle positive." In Préparer à l'insertion professionnelle pendant la formation initiale en enseignement, 111–26. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.1515/9782760549081-009.
Full textLegris, Patricia, and Solène Touche. "Être institutrice de maternelle, la lente constitution d’une identité professionnelle (années 1880-années 1920)." In Les enseignantes en France (xvie-xxe siècle), 59–88. Presses universitaires de Rennes, 2023. http://dx.doi.org/10.4000/books.pur.192873.
Full textColet, Nicole Rege, and Denis Berthiaume. "Savoir ou être ? Savoirs et identités professionnels chez les enseignants universitaires." In Savoirs en (trans)formation, 137. De Boeck Supérieur, 2009. http://dx.doi.org/10.3917/dbu.hofst.2009.01.0137.
Full textMorrissette, Joëlle, and Annie Malo. "LA PLACE D’AUTRUI DANS LA CONSTRUCTION DE L’EXPÉRIENCE PROFESSIONNELLE EN ENSEIGNEMENT." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 21–46. Presses de l'Université Laval, 2019. http://dx.doi.org/10.2307/j.ctv1gbrxvv.4.
Full text"La Place D’autrui Dans La Construction De L’expérience Professionnelle En Enseignement." In Le travail enseignant à travers le prisme de l’expérience : connaissance, apprentissage, identité, 21–46. Les Presses de l’Université de Laval, 2019. http://dx.doi.org/10.1515/9782763738413-002.
Full textReports on the topic "Identité professionnelle – Enseignants"
Gupta, Sweta, Gauthier Marchais, Cyril Brandt, Samuel Matabishi, Pierre Marion, Jean-Benoît Falisse, Deborah West, et al. Projet BRiCE RDC et Niger : Rapport intermédiaire Bien-être des enseignants et qualité de l’enseignement dans les contextes fragiles et affectés par les conflits. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.089.
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