Literatura académica sobre el tema "Compétences non académiques"
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Artículos de revistas sobre el tema "Compétences non académiques"
Duru-Bellat, Marie. "Les compétences non académiques en question". Formation emploi, n.º 130 (10 de junio de 2015): 13–29. http://dx.doi.org/10.4000/formationemploi.4393.
Texto completoGiret, Jean-François. "Introduction : Pourquoi débattre des compétences non académiques ?" Formation emploi, n.º 130 (10 de junio de 2015): 7–11. http://dx.doi.org/10.4000/formationemploi.4392.
Texto completoVergnies, Jean-Frédéric. "Edito : Quand les compétences sont aussi non académiques". Formation emploi, n.º 130 (10 de junio de 2015): 1–2. http://dx.doi.org/10.4000/formationemploi.4391.
Texto completoBailly, Franck y Alexandre Léné. "Post-face : Retour sur le concept de compétences non académiques". Formation emploi, n.º 130 (10 de junio de 2015): 69–78. http://dx.doi.org/10.4000/formationemploi.4419.
Texto completoMorlaix, Sophie y Jean-François Giret. "Compétences non académiques et ambitions scolaires d’élèves scolarisés en éducation prioritaire". L’Orientation scolaire et professionnelle, n.º 47/3 (1 de septiembre de 2018): 421–40. http://dx.doi.org/10.4000/osp.8262.
Texto completoEngels, Cynthia. "Les attentes des étudiants de génération Y en formation paramédicale : des compétences académiques mais aussi non académiques". Recherche en soins infirmiers N° 131, n.º 4 (2017): 41. http://dx.doi.org/10.3917/rsi.131.0041.
Texto completoPerrin, Raphaël. "L’ethnographie comme travail émotionnel : une enquête de terrain sur l’avortement". Genèses 132, n.º 3 (12 de septiembre de 2023): 97–115. http://dx.doi.org/10.3917/gen.132.0097.
Texto completoGabiola, Esther. "regard sur les compétences socioculturelles à partir du traitement de l'Erasmus + dans les méthodes de FLE, niveau B2". Langues & Parole 6 (22 de diciembre de 2021): 251–69. http://dx.doi.org/10.5565/rev/languesparole.75.
Texto completoZahir, Leena y Janhvi Maheshwari-Kanoria. "L'Apprentissage par Projet : Une Mesure Innovante face au COVID-19". Journal on Education in Emergencies 8, n.º 3 (2022): 265. http://dx.doi.org/10.33682/tzvp-9e4t.
Texto completoMorlaix, Sophie y Agathe Fanchini. "L’intérêt de la prise en compte des compétences non académiques dans la redéfinition du capital humain développé par les élèves. Une application sur des élèves de l’école primaire française". Éducation et sociétés 42, n.º 2 (2018): 135. http://dx.doi.org/10.3917/es.042.0135.
Texto completoTesis sobre el tema "Compétences non académiques"
Durand, Canzian Delphine. "Usages et pratiques du numérique au prisme des compétences non académiques des étudiants en soins infirmiers". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0014.
Texto completoThe world of healthcare has changed completely, and patients must be cared for efficiently. Health professionals must develop soft skills. The major issue at stake is making the necessary changes in the development of training programs, which are based on university programs and generally do not include soft skills. Yet to be successful, nursing students must not merely absorb information conveyed to them; they must also acquire skills such as these. In March 2020, the world health emergency obliged teaching and training establishments to deal with a situation that was completely novel for most of them. While the use of digital technology allowed the necessary pedagogical continuity, it forced many teachers and trainers to reconsider their procedures and practices. Our research concerns the choice of pedagogical methods in relation to digital uses and practices with the aim of fostering soft skills in nursing students, including a comparison of the NTI that were already using digital technology before the pandemic and those that were barely “digitally connected”. We will consider the differing attitudes of trainers and their degree of adequacy in response to students’ expectations during the pandemic period, when a hybrid approach was favoured. To do so, we adopted a method of qualitative and quantitative comparison, carried out in six NTIs, in order to understand the uniqueness of each institute’s approach to digital learning methods and the effects on the development of soft skills. Through a self-administered questionnaire given to 436 second-year university students, we investigate the impact the use of digital tools during the pandemic had on social interactions, the involvement of individuals and groups in their work, and the feeling of being useful. Through the questioning of twelve trainers, we additionally investigate changes in their didactic intentions and the attitudes displayed in their pedagogical relationships. By means of interviews conducted with twelve students, we also attempt to determine whether they noted any changes in their manner of learning and working together and in their perceptions of the process of becoming a health care professional. Lastly, the use of a professional notebook to record informal meetings with colleagues and students allowed us to identify avenues of reflection regarding digital technology and collaborative work. The most striking results revealed that the principal differences lay in the degree of digital connectedness of the various institutes, as well as in the students’ previous background, which could help them assimilate distance-learning courses in a more structured manner despite the lack of a social environment and pedagogical interaction. Collaborative projects were carried out during the pandemic with positive outcomes. Another interesting result was the effect that remote work had on trainers, leading them to question the meaning of their work. In particular, disparate levels of skill in terms of digital uses and practices were found to be an obstacle to pedagogical methods. The analysis of the results allows a better understanding of the needs of students and of pedagogical possibilities. Hybrid training, which is becoming more widespread following the transition from face-to-face training to full distance-learning as required by the pandemic, seems to be better suited to students’ time requirements. In regard to the goal of revamping the nurses training program in 2025, our study allows a collective reflection on the stakes involved in learning and the use of digital technology in training, including, in situ, an experimental “upside down” approach to tutorials with the aim of developing the soft skills that are so essential in this profession of providing care for others
Capítulos de libros sobre el tema "Compétences non académiques"
Morlaix, Sophie. "11.3. La prise en compte du concept de « compétences non académiques » : du système de formation au marché du travail ?" En Manuel de sciences de l'éducation et de la formation, 237–46. De Boeck Supérieur, 2022. http://dx.doi.org/10.3917/dbu.guibe.2021.01.0237.
Texto completoActas de conferencias sobre el tema "Compétences non académiques"
Glendinning, Irene, Laura Ribeiro, Shiva Sivasubramaniam, Muaawia Ahmad H. Ahmed, Ghazaleh Gholami y Sumayyia Dawood Marar. "Educating early career researchers about threats and options for academic publishing". En 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9927.
Texto completoInformes sobre el tema "Compétences non académiques"
Belzil, Christian, Jorgen Hansen y Julie Pernaudet. Les déterminants cognitifs et non-cognitifs du choix de filière et leur impact sur la phase initiale du cycle professionnel. CIRANO, mayo de 2024. http://dx.doi.org/10.54932/zmct9599.
Texto completoRousseau, Henri-Paul. Gutenberg, L’université et le défi numérique. CIRANO, diciembre de 2022. http://dx.doi.org/10.54932/wodt6646.
Texto completo