Tesis sobre el tema "Relation élève"
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Latry, Françoise. "L'influence de l'histoire de l'instituteur sur la relation maître-élève". Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/latry_f.
Texto completoDoes the personnal history of a teacher influence in a negative or a positive way his (her) professionnal practice ? This is the question the author examins in this essay, using her own experience and that of thirteen other primary school teachers. She then compares today's young teachers training in France to others formes of experimental training which have occured at times in the past forty years. These experiments, in spite of their necessity, have never been undergone on a long term basis, due to the technical choices of the Ministry of Education, or the reluctance of the teacher's unions. This work is essentially based on the theories elabored by Michel Lobrot (Carl Roger's movement), backed up by today research in neuro-sciences and psychology
Guérin-Gialis, Marie-Claude. "La relation maître-élève : ses incidences dans le processus d'échec scolaire". Nice, 1987. http://www.theses.fr/1987NICE2026.
Texto completoLe, Bel Annie. "Les liens entre la relation enseignant-élève et la motivation scolaire des élèves de deuxième cycle du secondaire". Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27374.
Texto completoValencia, Alejandra. "Le rôle et l'influence de la relation élève-enseignant sur l'adaptation scolaire et sociale des élèves dans les écoles primaires québécoises". Mémoire, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/672.
Texto completoJubin, Philippe. "L'élève tête-à-claques : étude d'un échec dans la relation maître-élève". Paris 8, 1987. http://www.theses.fr/1987PA080183.
Texto completoBased upon an opinion which is commonly found in schools, the study analyses the special situation in which a teacher finds himself when he is exasperated to such a point with a pupil that he resorts to physical violence. The phenomenon of the "little brat" became apparent though dialogue with teachers. Non-directive interviews and questionnaires were used. Rather than studying the actual behavior of the student or adult, emphasis was placed on how the teacher perceived the child's behavior. The analysis of the interviews reveals the basis and consequences of acts of violence by the teacher. It stresses the interpretation that he receives from the child, and which cause him, the teacher, to lose control. The accompanying anger is experienced as a failure. By rejecting "the little brat" the teacher wants to brush aside an intolerable aspect of his role. This is composed of a helplessness to act, a lack of self-control, a desire to destroy the other and also the pleasure he may find in using physical violence on the student. The survey goes beyond individual case studies and reveals certain constants that were established statistically as well as correlation between them. The results show that social bias, such as the socio-cultural origins of student, may contribute to the negative image formed by the teacher
Mouri, Said. "L'Image de l'enseignant chez l'adolescent : contribution à l'étude de la relation image réelle et idéale de l'enseignant chez les élèves-adolescents au Maroc". Toulouse 2, 1988. http://www.theses.fr/1988TOU20031.
Texto completoThe interest taken in this study was to find signals leading to a more accurate idea of the teacher and of the adolescent pupil. To do this, we have laid stress on the way the pupils judge their actual teacher and on their expectations of the ideal teacher. We have taken as great an interest in the way these two levels of the image -actual and ideal- interfere on each other to be then able to evaluate the meaning given to the word teacher by the pupils. The study of the teacher's image among the youth has also allowed us to show the educational relationship - pupil-teacher - actually lived through by the adolescent pupil in a constantly-moving society such as morocco
Nadeau, Sandy. "L'influence de la sécurité d'attachement de la relation parent-enfant et de la qualité de la relation élève-enseignant sur le rendement scolaire au début du primaire chez des élèves issus de milieux défavorisés". Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5604.
Texto completoOuellet, Tamara. "Le concept de sensibilité enseignante exploré à travers les représentations mentales des enseignantes de maternelle d'une conception théorique à celle émergeant de la pratique". Mémoire, Université de Sherbrooke, 2009. http://hdl.handle.net/11143/5585.
Texto completoBoutte, Jean-Louis. "Transmission de Savoir-Faire : une relation pédagogique de l'Expert au Novice". Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10069.
Texto completoCosnard, Xavier. "Paradoxes et contradictions dans la relation système-école et système-élève : le cas du temps scolaire". Tours, 1996. http://www.theses.fr/1996TOUR2006.
Texto completoEvery year, the drawing up of the school calendar, creates contradictory reactions. It is difficult to inter the "ideal" rhythm of learning, from the research conducted by chronobiologists, doctors, psychologists and the social constraints that are linked with economic interests. The impact of time, in the progress of a pupil's knowledge acquisition, is the object of a study, based on the finality of cognitive changes, as well as on a project of the pupil's autonomy carried out by the school system. The main questions are posed as follow. What is the role of time in the process of knowledge acquisition? Is it, possible to organise the time spent at school in order that each pupil may obtain the best results in terms of increasing his knowledge and autonomy? Research has led to the following conclusions: it is necessary to institutionalise the time spent at school, in order to enable everyone to organise his learning, and consequently, the search for a "good" school rhythm is useless. - The academic results show the pupil's independence with regard to organised time. They reflect the necessity of managing paradoxes in the organisation of specific time
Corriveau, Annie. "L'influence des symptômes dépressifs et de la relation maître-élève sur le risque de décrochage scolaire". Thèse, Université du Québec à Trois-Rivières, 2002. http://depot-e.uqtr.ca/2554/1/000686743.pdf.
Texto completoSpénard, Claudie. "L'influence de la relation enseignant-élève sur les problèmes de comportement d'adolescentes hébergées en centre de réadaptation pour jeunes en difficulté". Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9506.
Texto completoPellerin, 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.
Texto completoLaplante, Dominique. "La qualité de la relation entre les enseignants et les élèves du primaire ayant un trouble de comportement association avec la performance scolaire et les difficultés comportementales actuelles et ultérieures". Mémoire, Université de Sherbrooke, 2012. http://hdl.handle.net/11143/5597.
Texto completoPommier, de Santi Agnès. "Pour une relation affective de qualité à l'école maternelle : approche psycho-éducative de la relation maître-élève à l'éclairage de la théorie de l'attachement". Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR150/document.
Texto completoThe affective relationship between teacher and child is not an obvious notion to consider and put into practice in the teaching relationship, in France. Many foreign studies, however, reap the benefits of such a relationship when it is of high quality and enlightened by the fundamental principles of Attachment Theory (Bowlby, 1978). The objective of this research is to observe, using the ethological method, the affects and the affective relationship that develops between the child and the teacher during pedagogical interactions in the last year of prescool, in a disadvantaged area. We use the Attachment Theory in order to ascertain whether the attachment developed by the child has an impact on the various pedagogical actions and support of the teacher during the realization (joint attention) of a task-problem: in what way the teaching attitude is likely to favor the entry of the preschool child into teaching relationship. The results show that one of the essential elements of the teacher's attitude would be the ability to adapt to the child's behavior, the teacher's flexibility in dealing with young children with social and academic difficulties. Although it is a qualitative study, relying on few subjects (19 children), it is possible to observe that the relational and pedagogical commitment of the teacher can secure children until then very difficult and bring them to a positive success, during a problem-solving-operation
Charlier, Olga. "Les élèves perturbateurs : les apports de l'ethnographie dans la relation enseignants enseignés". Paris 8, 1995. http://www.theses.fr/1995PA081051.
Texto completoToday, 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
Allec, Stéphane. "Les caractéristiques et les enjeux pédagogiques de la relation à l'autorité dans l'enseignement de l'EPS". Toulouse 2, 2008. http://www.theses.fr/2008TOU20021.
Texto completoAuthority is located at the crossroads of the pedagogical conjunction that unites it to the teacher's position and skill. As such, it is an educational relation that deserves to be analysed, built up and adapted to the context of action, in order to meet the pupils' needs efficiently. Already necessary and essential in all other subjects, the relation to authority is even more so in Physical Education (P. E. ). Indeed the variety of situations encountered in this discipline requires a real pedagogical and didactic mastery of authority and reflects the experienced teacher's authentic skill that he has built. On the other hand, what can be said about the novice teacher confronted to his first year of teaching ? In a first stage, I will clearly define and exemplify the concept of authority, in particular in the field of P. E. Then I will focus on the observation of teaching practices among trainee teachers in order to identify the factors which directly influence the enforcement of their authority in class and the relationship they establish with their pupils. Moreover, observation tools will be given to help and make the analysis of vocational practices easier to novice teachers while worling out their relation to rules and knowledge. Thus, not only does this research offer a different and accurate epistemological conception of the notion of authority in the scientifc field
Martinez-Juan, Gisele. "La relation éducative dans la psychogenèse de l'échec : étude des maladresses pédagogiques et des influences négatives". Nice, 1987. http://www.theses.fr/1987NICE2025.
Texto completoTabet, 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.
Texto completoA 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,. .
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.
Texto completoThis 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
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.
Texto completoThis 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
Hélie, Thierry. "L'expérience des enseignants spécialisés avec des élèves "autistes" : une approche clinique". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB205/document.
Texto completoThe author is both a teacher with a vast experience in teaching autistic pupils, and a student of Paris Descartes University in Science of Education, with on a clinical and psychoanalytical approach. The thesis questions the experience of special educational needs (SEN) teachers, specialised in the teaching of pupils with autism. The challenge is to create a psychologically healthy and supportive place as well as bonds conducive to the transfer and acquisition of knowledge. Changes must be done in the professional attitude teachers must adopt. Indeed, their pupils, cared for by numerous healthcare professionals, teachers, as well as their own families are bound to shake the teachers confidence in themselves and in what they have learnt in their professional training. The research trajectory is first analysed, then the questions raised above are presented as problematics. Four clinical interviews carried out by teachers, all working with autistic pupils are analysed. Science of Education concepts such as the self-professional, and psychoanalysis, as well as the works of Donald Woods Winnicott, Wilfred Ruprecht Bion or Jacques Lacan, are used to explore the possible meanings of the reported experience. Some results emerge: teachers conjure up varied psychological resources, present or past, personal or professional, to make contact with their pupils and maintain this unique teaching bond. Their teaching appears to rely on the bases of a relationship created by a transitional and potential space (Winnicott), so that bonds and learning can be set up
Viracaoundin, Jean. "Le comportement des acteurs, dans la relation formateur-formé en situation d'alphabétisation, à l'île de la Réunion (1995-1999) : conduites et interaction". Bordeaux 2, 1999. http://www.theses.fr/1999BOR21019.
Texto completoGomez, Jean. "La relation educative au cycle primaire congolais. ( conditions de realisation et implications )". Caen, 1997. http://www.theses.fr/1997CAEN1217.
Texto completoThe african french-speaking states - among wich congo-have inherited a structural as well as functional educational system from the "ancienne metropole francaise". These schemes of educational management wich used to correspond with given educational policies and with specific socioeconomic conditions, continue to function before in a good number of areas up to the present day. Since 1960, when the country got its independence and 1965 when education in congo was nationalized, the context of the application of educational strategies has naturally and notoriously varied. Thus we are witnessing an inadequacy of socioeducational "acts" - in the broad sense of the term - faced with the contextual realities in progress, whereas henceforth the consequences which follow from this become apparent day by day in an alarming way. By using basic yet substantial methods, consisting of questioning, meetings, interviews. . . , within educational circles said to be "actif" and regarding teachers moving in the public utilities of "education nationale", followed by an observation of the relational situation in classrooms, we have attempted to inquire into the socio-educational implications of the present situation
Thériault, Elodie. "Contribution environnementale de la qualité de la relation enseignant-élève à la réussite scolaire au primaire : une étude de différence de jumeaux monozygotes". Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/70394.
Texto completoFilliot, Philippe. "L'éducation spirituelle ou l'autre de la pédagogie : essai d'approche laïque de la relation maître-élève-savoir dans les spiritualités de l'Orient et de l'Occident : yoga, sagesses chinoises, bouddhisme zen, christianisme". Paris 8, 2007. http://octaviana.fr/document/126275815#?c=0&m=0&s=0&cv=0.
Texto completoThis thesis is willing to provide links between two separated – even opposed- fields : the field of contemporary lay teaching and the field of great spiritual traditions, often ignored in the research for education sciences. Some signs of the times are, indeed, leading us to work for new alliances, and thus, go beyond this ideological rift. By taking the way of spiritualities (particularly eastern and far-eastern ones) the matter in hand is to try to see the questions about education from a different angle and thus thinking pedagogy differently. Research developments, in a multi-referential way, concern four ways, considered from a pedagogic point of view: yoga, Chinese wisdoms, zen Buddhism, and Christian religion. Our hypothesis is that there is, in this spiritualities which are in the same time dissimilar and coherent, a specific philosophy of education -even though there is no such philosophy yet – that remains to be updated. Outside scholarship, how can we define the triangular relationship between the teacher, the pupil, and knowledge; which we can considerer, like Jean Houssaye does, as an unvarying fact of every teaching ? Can we identitfy, beyond historic and cultural specificities, a new way of thinking, which would be characteristic of what we call spiritual education ? Finally, how can we transpose some spiritual elements within secularism, in order to have an education of our time ? This last questioning will be the stake of our research
Beretti, Marie. "La relation d'autorité éducative au prisme de la confiance". Thesis, Lyon, 2019. http://www.theses.fr/2019LYSES004/document.
Texto completoAuthority at elementary school is the main topic of this thesis. The first part of the study is dedicated to the conceptual development aimed at providing a global understanding of educative authority relationship, modelled as a dynamic and complex system. The analysis of the functioning of this relational system, and the methodical investigation of all its elements as well as their connexions, suggests authority as the property of the relationship between teachers and pupils.The second part of the thesis focuses on the theoretical and empirical validation of the hypothesis that a relational system of educative authority benefits from a trust-based relational system, i.e. educative authority and trust relationships tend to complement and reinforce each other in a process of circular causation. This analysis is further extended in the third part of the study, which is looking at the favourable conditions for building pupils’ trust, and the positive influence of trust on the educative authority relationship.Pupils’ subjectivity, both in the educative authority relationship and in the trust relationship, plays a key role in this subject. Hence, theoretical reflection systematically relies on the results of an empirical investigation conducted with three classes of third grade of elementary cycle pupils, who were followed for an entire school year, and observed in situation and interviewed with their teachers
Durot, Marie. "Liens entre les habiletés en lecture-écriture et la qualité de la relation enseignante-élève en maternelle et en première année du primaire". Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6412.
Texto completoHarbonnier-Topin, Nicole. "Autour de la proposition dansée : regard sur les interactions professeur-élève dans la classe technique de danse contemporaine". Phd thesis, Conservatoire national des arts et métiers - CNAM, 2009. http://tel.archives-ouvertes.fr/tel-00640042.
Texto completoTremblay, Jonathan. "Associations entre les pratiques de gestion du comportement, le sentiment d'auto-efficacité, la relation maître-élève et le stress à enseigner aux élèves présentant des troubles du comporteemnt en classe ordinaire au secondaire". Thèse, Université du Québec à Trois-Rivières, 2014. http://depot-e.uqtr.ca/7410/1/030768913.pdf.
Texto completoSimon, Marie-Agnès. "La position enseignante dans les instituts médico-professionnels : analyse clinique de la relation d'enseignement". Paris 5, 1997. http://www.theses.fr/1997PA05H059.
Texto completoCorbeil, Maude. "Sécurité d’attachement mère-enfant et qualité de la relation élève-enseignant : liens spécifiques et effets modérateurs du niveau de risque psychosocial et du sexe de l’enfant". Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9641.
Texto completoVirat, Mael. "Dimension affective de la relation enseignant-élève : effet sur l’adaptation psychosociale des adolescents (motivations, empathie, adaptation scolaire et violence) et rôle déterminant de l’amour compassionnel des enseignants". Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30048/document.
Texto completoNumber of longitudinal studies in educational psychology have shown that affective teacher-student relationships (RAEE) is beneficial both at school (success, perseverance, behaviour, etc.) and outside (decrease in depression, anxiety, delinquency, etc.) (Fortin, Plante & Bradley, 2011). However, its determinants have been little studied and the role of teachers' affective commitment on RAEE has not been estimated. This thesis grounded on attachment theory (Bowlby, 1969) aims at filling this gap with the concept of compassionate love (Underwood, 2008).In France, where the subject has not been quantitatively studied yet, the RAEE is greatly controversial, even taboo. Could its effects be tested empirically? The three motivational systems theory (Favre & Favre, 1993) enables us to understand and measure the effect of RAEE on adolescents.After validating a French version of the compassionate love scale for students (Sprecher & Fehr, 2005) in a sample of teachers (N = 275), it appears to be predictive of the RAEE (STRS, Pianta, 2001). This thesis also validates a psychometric tool to assess the three motivational systems in a sample of middle school students (N = 145). Then, this tool has been completed by other instruments assessing psychological adjustment (empathy, school variables and violence) and completed by two samples (N = 113 middle school students and N = 104 students from special education units called SEGPA): RAEE promotes innovation motivation, empathy and school adjustment while protecting against addiction motivation, school indiscipline and violence. This argues for a relational approach in education, as promoted by care theorists, and for a positive educational psychology
Barrière-Boizumault, Magali. "Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves". Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10217/document.
Texto completoThis study questions the use of non-verbal communication in the teaching of Physical Education. Non-verbal communication (NVC) sends information to students which sometimes contradicts verbal communication or unwittingly transmits teachers' expectations. Communication issues are addressed in this study under the interactionist’ perspective. Each verbal or non-verbal intervention of the teacher creates an interaction with students, whose purpose may be educational or didactic. Three studies were conducted. The first exploratory study aims at questioning the PE students beliefs about communication, in order to identify their level of knowledge, as well as their awareness of the importance of communication in teaching. Their answers are then compared with those of active teachers. This allows to understand the evolution of beliefs and to highlight teaching practices. The second study is based on the use of an observational grid on NVC during classes. It aims at confirmingthe operation of a functional classification of NVC. A comparison between explaining, doing, and explaining action is carried out using various interviews. Teachers are rarely aware of the types ofcommunication they use in the classroom. They are often surprised with the wide range of NVC they unconsciously use. They often highlight the emotional aspect of the pedagogical relationship, when watching themselves interacting with students in class, while they usually focus on teaching when first questioned about their educational methods. Emphasis is placed on the role and importance oftouching and routines in PE. What students say they feel is compared with what teachers describe. The last study draws attention on contextualized non verbal interactions, through two case studies. Changes seem to occur in the activity, according to the characteristics of students, or those of teachers. There search concludes with proposals both for initial and continuous training of teachers. Improving daily teaching practices can be facilitated through awareness of their beliefs and operational methods in situ
Malkoun, Layal. "De la caractérisation des pratiques de classes de physique à leur relation aux performances des élèves : étude de cas en France et au Liban". Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/malkoun_l.
Texto completoOur study aims at characterizing physics' classroom practices in order to relate them to the evolution of students' performances with a teaching sequence. The analysis focuses on taught knowledge as a joint production of teacher and the students in a classroom. This knowledge is not given as a data but has to be reconstructed by the researcher. Our methodology is based on a reconstruction of taught knowledge at three scales of time and granularity. At the macroscopic scale (hours), the reconstruction is based on a conceptual approach, at the mesoscopic scale (minutes) on a thematic approach, at the microscopic scale (seconds) taught knowledge is broken down into small elements, of the order of a sentence, called facets and on the analysis of thinking processes involved in the comprehension of the material world, called epistemic tasks. The articulation of the analyses at different scales enables us to compare different classrooms and, at least partly, to relate taught knowledge and students' performances. The notion of continuity which shows the repetition, in the taught knowledge, of an element already introduced, appears to be fruitful. Our results support the hypothesis that according to their difficulty, a high continuity of some elements in taught knowledge is related to their acquisition. This relation between taught knowledge and acquisitions is reinforced by the analysis at the mesoscopic scale, which appears to be particularly adapted to the study of dynamic of taught knowledge, notably the study of the topogenesis and the chronogenesis
Augereau, Flore. "Démarches d’apprentissage et de professionnalisation d’acteurs : quêtes artistiques et identitaires". Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20013/document.
Texto completoThis thesis analyzes the path of actors from the moment their vocation started until their first steps as professional actors, on the basis of their own words (autobiographical stories, personal journal, letters, interviews). Since its appearance in the 15th century, acting as a profession has been subject to ambivalent social interests when it comes to deciding to become an actor. The actor used to be highly touted by the audience despite his being considered as a person of loose values. By choosing an unusual professional path, the actor inevitably needs to marginalize himself and to join an elite. Starting from the 18th century, the actor would claim his choice to be selfless to restore the image of this occupation. But the appearance of the director within the theatrical organization during the 20th century would impose an artistic ideal which needed to be common to all members of the theater company, who thus had to put their personal motivations aside. At the time, the only school in this area, the Academy of Dramatic Arts, was accused of inciting its students to showing off. This ideal thus became a concern for the next generations of schools and trainings. Within avant-garde schools and companies, when learning how to be a professional actor, the student faced the artistic and ethical approach of the person he saw as his teacher. Later on, various schools and trainings appeared: with higher schools or alternative experimental areas (student theater, semi-professional companies), the student now has to deal with several teachers and directors throughout his learning path, who all have their own approach. On the one hand, the teaching approach and the creation process of the young actor implies that he trusts these teachers and directors and accepts to take part to the experiences they offer him. But on a longer term, he/she should also learn to put those aside in order to reach his/her artistic emancipation
Briançon, Muriel. "Ces élèves en difficulté scolaire qui se disent d'abord curieux du maître. . . : d'un penser sur l'autre à l'Autre de la pensée". Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10118.
Texto completoBouriot, 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.
Texto completoThis 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
Dellaca-Minot, Pierre. "Approche clinique du décrochage scolaire à l'adolescence : étude de la dynamique activité-passivité dans la relation de l'élève à ses enseignants". Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCD022/document.
Texto completoSchool dropout is a process that implies multiple factors, not the least of which is the quality of the teacher-pupil relationship. To invest or to simply put up with this relationship with the teacher during adolescence is not "obvious” at all, especially because it calls upon an intense work of elaboration of the activity-passivity dynamics : passivity from the one who is (de)formed, affected, seduced by the other (the teacher); and activity represented as grip, subjective appropriation and teenage creation. Our purpose in the present thesis is to study the hypothesis according to which teenagers who dropout from school cannot mentally elaborate the activity-passivity dynamics both on the intrapsychic level and that of the intersubjective relationship with teachers. To do so, we met 17 high school students from 13 to 16 years old registered in special classes for marginalized school children (called“classes relais” in French). We also conducted interviews with two teachers operating in those special classes. Our research method combines interviews, administering TAT and Rorschach’s projective tests, drawings and few in situ observations. We notice that most of the participants accepted, even invested the passive position from the perspective of both the interconnected affects (to be affected by the other) and the dependency to the teacher. However, it seems that they want to keep and improve the active position of the one who affectively touches the teacher. The activity-passivity dynamics is marked by a lack of elaboration of the seduction fantasy that spring up in the classroom through conflicts between pupils and teachers. These analyses are discussed in terms of the issues at stake for the clinical and educational practice for adolescents and pre-adolescents in the process of dropout
Rouilleault, Chantal. "Les nouveaux livrets scolaires à l'école élémentaire : politique éducative et évaluation des élèves". Paris 10, 2000. http://www.theses.fr/2000PA100127.
Texto completoMercier-Brunel, Yann. "La parole évaluative de l'enseignant : effets sur les postures langagières des élèves". Toulouse 2, 2009. http://www.theses.fr/2009TOU20085.
Texto completoAccording to A. Jorro (2002) a teacher's evaluative statement is part of his professional gesture that is to say resulting from the teacher's underlying action by his incorporate background, his personal values and especially his professional ethos and his attitude towards the pupils. If we consider this behaviour as taken for granted and if we submit them to Joas's theory of Human actions' creative nature (Joas, 1999) based on intentionality and adjustments, the study attempts to show their consequences on the pupils' discursive positioning. The pupils' discursive positioning is studied by the use of registers mainly handled by the pupils themselves in terms of interaction (Goffman 1973 & 1974) intercomprehension (Habermas, 1987) and interpretation (Ricœur, 1969 & 1992). His study is based on five filmed sequences showing five 6th year's Primary School teachers with different profiles working in the same school. Each sequence shows the teacher doing corrections either in French or in Mathematics. The observation scale of evaluative statement is composed of linguistic indicators such as the teachers' favourite recourse to subjectivemes (Kerbrat-Orecchioni, 2006), to linguistic modalities (Ducrot & Schaffeur, 1995) and to perlocutionary intentions (Vermersch, 2007)
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.
Texto completoMeyre, Jean-Michel. "Impact de la personnalité de l’enseignant sur le ressenti des élèves : l’assertivité socio-conative comme déterminant de la relation éducative". Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30059/document.
Texto completoFreud defines the act of teaching as an impossible profession (like governing and caring) because for him, " we can be sure of an unsuccessful success ". What is the common point between these three specialties, if not the importance of the relationship to the other one? However, an examination of the school system and the concerns that animate the education community attest to a strong ascendancy of disciplinary and didactical aspects. Nevertheless, the memories left by the teachers to the students are more conditioned by the communicative relationship they have established together. The study of this point of view and the search for significant elements to accredit its functionality was carried out using a cross-methodology, quantitative and qualitative, summoning questionnaires for students, tests of empathy and tests. Assertiveness to teachers, films in teaching situations analyzed from both a thematic and quantitative point of view, as well as semi-structured interviews with the actors. In the end, this work shows that the memory trace left to the students is conditioned by a "socio-conative assertiveness curriculum" whose own dynamics are able to contribute to the initial and continuous training of teachers
Caillet, Valérie. "Le sentiment d'injustice à l'école". Bordeaux 2, 2001. http://www.theses.fr/2001BOR20873.
Texto completoNoe, Manon. "Par le prisme de la bienveillance, impact des systèmes éducatifs sur les élèves et les enseignants des systèmes scolaires français et américain (Californie)". Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAG008.
Texto completoThe aim of this exploratory study is to gain a better understanding of this concept in the light of the demand for benevolence made of teachers and schools as a whole. Through this thesis, we are interested in the impact of education systems on pupils and teachers, through the prism of benevolence. Through two field studies (French school system / Californian school system - San Diego), we are attempting to identify elements for understanding what benevolence is in a school context. We note that benevolence is a vague concept, fraught with prejudices and personal translations, which can hinder its deployment. We therefore feel it is necessary to refine its conceptualization and the criteria for its operationalization so that it can be understood and implemented in the classroom. By means of observations, questionnaires and interviews, we are attempting to define what it is, how it is expressed by the various members of the educational community, but also how it is perceived and felt by those who benefit from it (or not) and what impact its implementation may have within classes, within relationships and on individuals. The results show that when benevolence is seen as an obstacle to high standards, teachers only think of applying it in the absence of difficulties, which are of all kinds. Finally, the example of San Diego shows that, thanks to genuine, comprehensive training in benevolence, it can be implemented with a real impact on teachers and pupils
Guitard-Morel, Josiane. "La relation éducative au cours du XVIIIème siècle". Thesis, Dijon, 2013. http://www.theses.fr/2013DIJOL017/document.
Texto completo18th century writing on education seems to give an important place to the relationship between master and pupil.This is first seen in the way the Ancien Regime school is discussed in 1726 in Charles Rollin’s Traité des études, also in the educational anthropology in Rousseau’s Émile ou de l’Éducation (1762) and the royal institution in Condillac’s Cours d’étude (1776) ; and finally in the upbringing, home education Alman’s children receive in Stéphanie de Genlis’ Adèle et Théodore (1782). Indeed, the relationship between master and pupil raises several questions at this time of intellectual ferment, when minds were filled with ideas of man’s perfectibility. Our corpus brings together various educational modalities, shifting between home education and public education, and between an idealized vision and the representation of a social reality with people taking a new interest in childhood and the family. So we have striven to grasp the quality and the nature of the bond between master and pupil, and to see how knowledge is gained and transmitted in this relationship. First, we attempt to examine how educational thinking develops in the 18th century. It is often scholars who do not belong to the world of education who are involved in this thinking, which is based on generally controversial aspirations and values, some of which are new, and some of which stem from an old Christian heritage. The next aspect tackled is the way Charles Rollin sees the educational relationship in the school educational contract. The approach to education discussed in Traité des études puts forward the idea that a master gains recognition and grandeur in respecting his pupil’s authentic character. In this instance, a spiritual bond is apparent, which is nurtured by affection and power and is thus close to the concept of filiation. Then we study the educational relationship in the light of the variable forms of tutorship. Rousseau intends to lead Emile to manhood in a Promethean daydream in which the human being and the recognition of otherness are dominant. On the other hand, Condillac rejects any idea of educational immediacy for Ferdinand de Parme. For him, if a prince is to be well-educated in accordance with the educational ideal of the Enlightenment, there should be no human dimension in the encounter between master and pupil. Finally, Genlis, who is so passionate about education, brings out the ambivalence present when the educational relationship is confined within the family unit. Here, nothing happens by chance, and the passion to educate prevents the pupil from growing and becoming an individual in his own right. In the 18th century, the different forms of educational relationship found in the writings of Rollin, Rousseau, Condillac and Genlis lead to a new idea emerging : a special bond is necessary between master and pupil for an educational situation to bear fruit
Zein, Rowayda. "Contribution à l'identification des déterminants psychologiques et sociaux des risques de décrochage scolaire chez des collégiens de 5ème au Liban". Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0967/document.
Texto completoIn Lebanon, the dropout rate is high between the primary and supplementary school (theequivalent of college in France). Our goal is to identify certain psychological and socialfactors involved in the risk of dropping out. We chose Albert Bandura's social cognitivetheory (2003) – which studied the dynamic interactions between contextual factors andindividual factors - as a framework for systematic analysis of the factors involved in the riskof dropping out.The study was conducted among 504 adolescent students (equivalent to a fifth term class inFrench college) in Lebanese public school in a poor neighborhood. Multivariate analyzesperformed on the data of our research showed that school anxiety, school learningexperiences, feelings of self-efficacy related to classroom learning, the expectations of theschool, the future intentions school and work, social support provided by family and teachers,are associated to the risk of dropping out of college in Lebanon.Our qualitative survey by individual interviews - conducted over 26 students (eight of whomhad two-school dropouts) - corroborated the quantitative data and provided additionalinformation. In addition, other factors involved in the dropout were identified and, inparticular, social representations of girls and boys on education and working life,representations that have significant involvement in their construction identity. Wehighlighted the fact that contextual factors have a little more stress than individual factors.Thus, the results for gender differences show that girls and boys seem to have the same causesthat explain the risk of dropping out
Prignot, Patrick. "Classe inversée et élèves de l'enseignement secondaire : d'une perspective technologique à une approche anthropologique". Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG010/document.
Texto completoA pedagogical tool which reorganizes educational time and space thanks to the use of new technologies, the Flipped Classroom has generated great enthusiasm in education. Given the rapid development of this instructional approach at the secondary level in France, this research looks at the appropriation of the flipped classroom by French high school students and questions the dynamics created for the learner navigating in a flipped setting. Using questionnaires and semi-directive interviews conducted with 8 high school classes, an exploratory analysis was done to understand the evolution of students’ relationship to knowledge and how they reposition themselves in relation to their teacher. It appears that the flipped classroom approach is more of an instrument to serve teachers’ needs than a change agent for students. Beyond its impact on student motivation, which differs from one student to another, the Flipped Classroom approach seems to come within the scope of the redistribution of roles at the high school level, placing the student in a situation of tension between submission and responsibility concerning his/her learning
Gayet, Daniel. "Les relations entre écoliers de 8 à 12 ans". Paris 10, 1998. http://www.theses.fr/1998PA100057.
Texto completoPouliot, Benoît. "Attitudes des enseignantes envers leurs élèves de maternelle en relation avec le sexe des élèves". Thèse, Université du Québec à Trois-Rivières, 1994. http://depot-e.uqtr.ca/5053/1/000616458.pdf.
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