Academic literature on the topic 'Régulation pédagogique'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Régulation pédagogique.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Régulation pédagogique"
Enrici, Philippe, Thierry Martiré, Christophe Coillot, and Jean-Jacques Huselstein. "Maquette analogique pour l’étude de boucle de régulation. Application à la régulation d’un Moteur à Courant Continu." J3eA 22 (2023): 1015. http://dx.doi.org/10.1051/j3ea/20231015.
Full textMiffre, Léon. "Apprentissage de la régulation pédagogique en formation professionnelle des maîtres." Spirale. Revue de recherches en éducation 8, no. 1 (1992): 87–93. http://dx.doi.org/10.3406/spira.1992.1983.
Full textBOCQUILLON, Marie, Antoine DEROBERTMASURE, and Marc DEMEUSE. "Comment tirer le meilleur parti de la double casquette « chercheur » et « formateur » dans le cadre de l’évolution d’un dispositif de formation d’enseignants ?" Phronesis 7, no. 1 (March 27, 2018): 8–23. http://dx.doi.org/10.7202/1044252ar.
Full textGuyonneau, Rémy, and Franck Mercier. "IstiABot ou la Conception d’un Robot Libre pour l’Éducation et la Recherche." J3eA 20 (2021): 0002. http://dx.doi.org/10.1051/j3ea/20210002.
Full textHottin, Catherine, Bastien Simoneau, and Hervé Le Stunff. "Régulation du métabolisme lipidique par les hormones thyroïdiennes." médecine/sciences 35, no. 3 (March 2019): 271–74. http://dx.doi.org/10.1051/medsci/2019045.
Full textPeltier, Christian. "Un objet pédagogique territorialisé pour enseigner les transitions et l’agroécologie." Travail et Apprentissages N° 26, no. 2 (February 23, 2024): 187–207. http://dx.doi.org/10.3917/ta.026.0187.
Full textCastro Franco, Alexandra. "La Gouvernance des migrations: de la gestion migratoire à la protection des migrants." OASIS, no. 22 (December 19, 2015): 117. http://dx.doi.org/10.18601/16577558.n22.06.
Full textAndjongo, Étienne, Sonia Benhamouche, Aicha Bouraoui, and Laura Baciou. "PolDIP2, une protéine clé de la régulation du fonctionnement mitochondrial et du métabolisme cellulaire." médecine/sciences 37, no. 1 (January 2021): 97–100. http://dx.doi.org/10.1051/medsci/2020263.
Full textDeaudelin, Colette, Julie Desjardins, Olivier Dezutter, Lynn Thomas, Annie Corriveau, Josée Lavoie, Fatima Bousadra, and Monique Hébert. "L’évaluation formative en contexte de renouveau pédagogique au primaire : analyse de pratiques au service de la réussite." Nouveaux cahiers de la recherche en éducation 10, no. 1 (July 4, 2013): 27–45. http://dx.doi.org/10.7202/1016856ar.
Full textFeig, Éva. "L’octogone des événements émotionnels : un modèle pour comparer la gestion des émotions à un âge précoce." SHS Web of Conferences 81 (2020): 02005. http://dx.doi.org/10.1051/shsconf/20208102005.
Full textDissertations / Theses on the topic "Régulation pédagogique"
Pontier, Léa. "Une analyse communicationnelle du processus de Note de Vie Scolaire : entre innovation pédagogique et régulation des mutations scolaires." Paris 13, 2013. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2012_pontier.pdf.
Full textPoymiro, Rémi. "Agir enseignant au service de la régulation du climat de classe : une approche par les interactions." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0118.
Full textIn the context of the crisis in the French education system which more broadly reflects societal issues, teachers on the ground are looking for solutions to remedy various forms of failure in the pedagogical approach to teaching. The methods used for initial teacher training, the mentoring during the induction year and the Continuing Professional Development are currently insufficient to enlighten practitioners in this question which is fundamental. The aim of our research is to rethink, renew and complete the training and mentoring of teachers with a view to improve the ‘classroom climate’. We consider the “classroom ecosystem” by placing it under the theory of complexity. The observed phenomena are considered retroactive, which means they are linked to each other and which prevents the use of any causal approach. To understand the phenomena as a whole we use Field Theory. Using the notion of ‘classroom climate’, makes it possible to define a specific atmosphere to the system observed. Taking into account the characteristics of the interaction within the ‘classroom environment’ enables to qualify this climate. The transactions between individuals within the ‘classroom environment’ defines what we call the ‘classroom climate’. Our approach, which is focused on interactions, promotes the collaboration of two disciplines with the objective of gaining a better understanding of the educational relationship: educational sciences and psychosociology. Our theoretical framework therefore draws on concepts developed in “The Teacher’s Role” (Bucheton, Robbes, Connac), “The systemic Approach” (Watzlawick, Elkaim) and in “The Group’s Dynamic” (Lewin, Redl). Based on these different theoretical contributions, we seek to understand how (consciously or unconsciously) the teacher manages interactions within the group. What interaction process approaches are implemented? What analysis is this approach based on? This heuristic research is drawn from field observation. We followed members from the teaching team of four middle school classes for the period of three school years. Video recordings of classroom sessions resulted in twenty-two analytical self-confrontation interviews. Once the analysis of the content was completed, it was noted that the teachers had understood certain areas of the regulation of the classroom climate. (i) The practitioners identified different gestures which aim to regulate/manage the interactions between students and teachers and amongst the students themselves. The way the teachers move around the classroom and the position in which they stand play a central role and this seems to reinforce the importance of the layout of the classroom. (ii) The role that certain students play in the group has an influence on the manner in which the teachers manage interactions. (iii) The pre-designed pedagogical scenarios, often from so-called traditional pedagogies, tend to encourage limited interactions between students and promotes a behaviourist learning theory
Clément, Jacques. "La régulation, système de références pour les groupes d'analyse des pratiques professionnelles." Aix-Marseille 1, 1995. http://www.theses.fr/1997AIX10004.
Full textAllain, Jean-Luc. "Le travail de régulation des conseillers pédagogiques de circonscription : l'incidence d'un système personnel de transaction." Nantes, 2010. http://www.theses.fr/2010NANT3022.
Full textDel'Guidice, Jacques. "Evaluation-régulation et apprentissage de transferts : construction de situations d'apprentissage à l'école élémentaire." Aix-Marseille 1, 1996. http://www.theses.fr/1996AIX10100.
Full textThe aim of the present work is to show how pupils can appropriate, activate and re-use their school-knowledge in their last year of the primary school (formerly known as CM2). Through the theoretical work three major concepts have appeared : learning, evaluation and transfer, as well as their interrelation in a practical prospect of learning-teaching projects. An experiment in the classes was then organized to test in pedagogic sequences, hypotheses on learning of transfer, starting from an evaluation-regulation approach. To tackle the complexity of the field and infer the processes of the pupils'learning from the observation of their strategies, we have resorted to a mixed methodology, keeping in mind the necessity of having a wide range of points of view : qualitative analyses through the sequences, quantitative analyses of the final results, clinical analytic work on six pupils. Once synthesized, the results enable us : - to suggest a new organisation of the concept-field related to the re-use of knowledge : transfer becomes a process both of conveying knowledge and generating new learning skills ; - to point out a few practical references for the teacher ; - to raise new questions, new tracks for further research
Bart, Daniel. "Les modes de valorisation de la recherche en Sciences de l'éducation et le développement professionnel des enseignants-chercheurs de la discipline." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2008. http://tel.archives-ouvertes.fr/tel-00349776.
Full textLes enquêtes réalisées ont tout d'abord contribué à accroître le degré d'intelligibilité des activités de valorisation et à caractériser les compétences et les savoir-faire que les universitaires estiment requis pour les mettre en oeuvre. Par-là même, la diversité des voies d'acquisition et de consolidation de leur professionnalité en la matière est également mise en exergue. Ainsi, cette recherche met en évidence différentes figures de développement professionnel, promues au sein de la communauté de pairs et définies par des configurations spécifiques d'activités, de compétences et de valeurs attachées au rôle de la valorisation des travaux dans l'environnement scientifique et social des Sciences de l'éducation. En ce sens, cette thèse caractérise la tension des démarches d'évaluation et de régulation réalisées par les instances internes au groupe professionnel entre reconnaissance de certaines variantes dans le développement professionnel et préservation de l'unité de la professionnalité d'universitaire. L'enjeu de l'évaluation des modes de valorisation serait par-là même de générer une communauté professionnelle tout en permettant aux enseignants-chercheurs d'assurer la diversité des tâches effectivement requises par le métier, de faire face à leurs nouvelles missions et de contribuer au renouvellement des paradigmes et des terrains de recherche.
Chopin, Marie-Pierre. "Le temps didactique dans l'enseignement des mathématiques : approche des phénomènes de régulation des hétérogénéités didactiques." Phd thesis, Université Victor Segalen - Bordeaux II, 2007. http://tel.archives-ouvertes.fr/tel-00542524.
Full textRancon, Sidonie. "Les territoires en mouvement de l'action publique éducative : imaginaire social, pratiques et identités pédagogiques : exploration dans les méandres de la réforme des rythmes scolaires (2013-2017)." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2073.
Full textThis research focused on the "time" of the implementation of an educational reform: the reform of school rhythms in French primary schools (decree of 24 January 2013) and the associated territorial educational projects. It aimed to initiate a reflection on the transformations or "changes" promoted as part of the implementation of these projects, thus considering a version of the education system that has not yet been studied : local public action. We have sought to question the "Changes" from the point of view of the orientations (the "for what and for whom") of the reform, the contents and the educational practices as they are implemented by these projects (the "what"). But also by analysing the modalities, means and processes at work in the different spaces of their production (the "how"). Who are the actors who are at the initiative ? Who is involved in the deployment of these projects on national, local and international sites ? And, finally, who is the target audience for this reform ("for whom" is it being implemented) ? What do their promoters and manufacturers intend to solve and how ?
Keita, Boubou. "La répression administrative, source de normativité : essai sur la contribution de la commission des sanctions de l'AMF à la régulation financière." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010274.
Full textIn France, the financial market regulation is ensured by the Financial Market Authority (Autorité des marchés financiers) (hereinafter the AMF). Independent public authority with legal personality, the AMF is composed of a College and a Sanctions Committee (Commission des sanctions) and has a power of sanction against stock market offenders. This power of sanction is exercised by the Sanctions Committee (Commission des sanctions). The brevity of the texts and the need to provide financial market participants with a code of conduct on law enforcement, has led the Sanctions Committee (Commission des sanctions), under the control of judges, to a creative work through its jurisprudence. Guidelines have thus emerged on the definition of the main principles of financial law. This judge-madefinancial law is based on clearly defined judicial policy and is designed to ensure the integrity of the financial markets and investor protection. The Sanctions Committee (Commission des sanctions) has become a key player in the financial regulatory system and a source of financial law. This thesis aims at describing this new judge-made-law in its criminal and economic dimension
Ouafki, Myriam. "L’accompagnement des collégiens temporairement exclus : ressources et tensions autour de la régulation de l’ordre scolaire et des rapports entre élèves et enseignants." Thesis, Paris Est, 2020. http://www.theses.fr/2020PESC0028.
Full textThis thesis aims to reveal the tensions, but also the probable resources, of a system of regulation of the school system which is based on disciplinary procedures and on the delegation of the responsibility of pupils temporarily excluded within devices outside the school. The stories of school experiences, data from various questionnaires, professional postures, institutional logic, experiments and public policies will be put in perspective, in order to shed some light on this phenomenon of opposition of some students to the school system, especially with regard to teachers, figures of the school institution who will also have our interest.After explaining the context of the research and the methodology used, the issues related to the populations of the disadvantaged territories in the sociology of education will be discussed. From the population to the territorial approach, it will be a question of resituating the existence of the devices on the global political scale, to analyze the functioning and the effects of those of our study. The expected effects will be put into play with the effects actually observed and felt by the different actors interviewed. Thus, the shared school experience of the students and the conceptualization of the difficulties and needs then identified will lead us to question their relations with the teachers. In order to make a coherent comparison, the study of teacher perceptions based on the school's territorial affiliations will allow us to account for significant nuances and with a great potential to harm the report to the student. The teacher-pupil relationship can finally be seen as a receptacle for the various tensions that are playing out on a more general scale of the institution and society. As such, this relationship will be considered as the essential pivot to think resources to mobilize for a better experience of each other within the colleges of these territories. Action tracks will then be considered in the light of the few experiments studied elsewhere
Book chapters on the topic "Régulation pédagogique"
Denouël, Julie. "L’ingénieur pédagogique dans le supérieur." In L’ingénieur pédagogique dans le supérieur, 150–71. Les Presses des Mines, 2022. http://dx.doi.org/10.3917/mines.pelis.2022.01.0150.
Full textPortelance, Liliane, and Josianne Caron. "Les manifestations de l’apprentissage de la concertation pédagogique en stage." In Régulation et évaluation des compétences en enseignement, 83–97. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525856-008.
Full textAngélis, Nicolas K. "Axiologie et Pedagogie du Droit." In The Paideia Archive: Twentieth World Congress of Philosophy, 15–20. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia1998337.
Full textChristinat, Chantal Tièche, and Olivier Delévaux. "L’autoévaluation des compétences professionnelles au service de la formation en pédagogie spécialisée." In Régulation et évaluation des compétences en enseignement, 207–21. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525856-016.
Full textBirla, Ritu. "Gayatri Chakravorty Spivak." In Gayatri Chakravorty Spivak, 103–17. Hermann, 2023. http://dx.doi.org/10.3917/herm.renau.2023.02.0103.
Full text