Literatura académica sobre el tema "Relations maître-élève – Études comparatives"
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Artículos de revistas sobre el tema "Relations maître-élève – Études comparatives"
Kastowo, Aryo Iguh. "LA RELATION INTERTEXTUELLE DES TROIS CONTES DANS HISTOIRES OU CONTES DU TEMPS PASSÉ PAR CHARLES PERRAULT ET DANS LE CONTEUR AMOUREUX PAR BRUNO DE LA SALLE: UNE ÉTUDE INTERTEXTUELLE SELON LA PENSÉE DE JULIA KRISTEVA. MÉMOIRE". Lingua Litteratia Journal 6, n.º 1 (12 de junio de 2019): 15–26. http://dx.doi.org/10.15294/ll.v6i1.30873.
Texto completoKastowo, Aryo Iguh y Ahmad Yulianto. "La Relation Intertextuelle Des Trois Contes Dans Histoires Ou Contes Du Temps Passé Par Charles Perrault Et Dans Le Conteur Amoureux Par Bruno De La Salle: Une Étude Intertextuelle Selon La Pensée De Julia Kristeva". Lingua Litteratia Journal 7, n.º 1 (29 de mayo de 2020): 35–43. http://dx.doi.org/10.15294/ll.v7i1.38826.
Texto completoDeforge, Quentin. "Faire des organisations anti-corruption un levier de réforme des États ? Importation et domestication de l’Open Government Partnership (OGP) en Argentine et Tunisie". Policer les élites dirigeantes 131-132 (2024): 47–72. http://dx.doi.org/10.4000/11x9a.
Texto completoTesis sobre el tema "Relations maître-élève – Études comparatives"
Noe, 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
Plandé, Henri. "Systèmes d'attentes parents-enfants-écoles : étude comparative des interfaces dans des écoles irlandaises et françaises". Bordeaux 2, 1999. http://www.theses.fr/1999BOR21015.
Texto completoCerqueira, Ribeiro de Souza Ruth Catarina. "Les apprentissages scolaires aux risques de la technologie informatique : études menées au Brésil et en France". Montpellier 3, 2003. http://www.theses.fr/2003MON30016.
Texto completoThe present work relates to school learning through computer support pedagogically conducted in Brazil and France. This work is based on the studies of socio cultural psychology concerning cultural formation of the spirit, the role of the tools in mediatized actions, the importance of co-operation. This work adopts the idea according to which the use of a tool reorganizes psychic functions affecting cognitive development. For this reason, the computer, complex instrument, also have an influence on learning. This work supports the idea that formation of teachers is of primary importance so that they can be the true actors of pedagogical changes necessary face the contemporary challenges. The results showed that teaching actions directed by the teacher and mediatized by the computer modify simultaneously pupils and teachers This work suggests that participation itself is the process of appropriation being through it that people learn and develop
Simon, 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 completoDellaca-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
Bouriot, Catherine. "Les comportements d'opposition d'élèves orientés par défaut en lycée professionel et l'échec de la relation éducative". Université de Franche-Comté. UFR des Sciences du langage, de l'homme et de la société, 2010. http://www.theses.fr/2010BESA1044.
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
Bourgin, Joëlle. "Les pratiques d'enseignement des personnels universitaires dans le contexte de la massification : L'université se scolarise-t-elle ?" Electronic Thesis or Diss., Lille 1, 2008. http://www.theses.fr/2008LIL12012.
Texto completoSince the 1960s (and particularly from the mid-1980s) similar to secondary and high school level education, DEUG courses (the first two years of university) have seen their public and their teaching staff increase exponentially and radically change .ln their profiles and approaches. The recent decrease in the number of university students, despite allowing for fewer constraints in certatn sectors, points to some qualitative dimensions in the phenomenon of massification. On a background of hierarchical structure wilthin higher education and of difficulties of entering the job market, the institution also faces a diversification of its missions. We explore the way in which academic practice their profession in this context, in front of students from several DEUG (mainly history, physical sciences and psychology). After having established the lack of literatur on the issue, the regulatory evolutions defining the framework of teaching practices are examined. Based on monographic studies (direct observation .and interviews), this thesis show how the collective organisation of the work, the relationship to the students and the handling of knowledge are all laced with tensions between divergent types of symbolic enrolment; which are identified by Lise Demailly as respectively 'academic' ("universitaire"), 'educational' ("scolaire") and 'contractual'. We conclude With a de-synchrorisation between practices and representations among the different protagonists (e.g. academics, students and lnstitutional actors) and the social worlds involved
Ntsaga, Schummer Elvire Emeline. "Interactions en classe d’espagnol langue étrangère : étude comparative des productions verbales enseignants/apprenants en classe de quatrième et terminale à Libreville". Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100124/document.
Texto completoA comparative analysis of interactions in Spanish classes at high school level (8th and 12th grade is the basis of this research. Indeed, it provides an insight into the interactions between teachers and students in Libreville-based high schools. So the on-ground research was done in Libreville, Gabon's capital city. This analysis is an attempt at answering questions on the teaching of Spanish as a second language. Does this teaching comply with the rules worked out by the Gabonese Ministry of Education? Is it similar for all grades? What are the various activities during Spanish classes? Do these activities foster interactions as a means of communication and exchange? How does the teacher handle interactions, students' behaviour and the class? How do the teacher and the student contribute to an intense interaction during the class? How do educators do to render their Spanish classes comprehensible for their pupils? By adopting both a sociolinguistic and above all didactic method this work is focused on the teaching of foreign languages. Its objective is to help educators better understand the mechanisms to handle a grade. Handling a grade is more and more complex both in western countries and developing ones due to the ever-growing number of students in language classes. Our findings show that the teacher steadily employs a wide range of teaching strategies like rephrasing, repetition and the prolonged pronunciation of syllables to get students' attention and participation. Thanks to this panoply of teaching techniques, the teacher succeeds in handling the class and students at 8th and 12th grade level
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
Bourgin, Joëlle. "Les pratiques d'enseignement des personnels universitaires dans le contexte de la massification : L'université se scolarise-t-elle ?" Thesis, Lille 1, 2008. http://www.theses.fr/2008LIL12012.
Texto completoSince the 1960s (and particularly from the mid-1980s) similar to secondary and high school level education, DEUG courses (the first two years of university) have seen their public and their teaching staff increase exponentially and radically change .ln their profiles and approaches. The recent decrease in the number of university students, despite allowing for fewer constraints in certatn sectors, points to some qualitative dimensions in the phenomenon of massification. On a background of hierarchical structure wilthin higher education and of difficulties of entering the job market, the institution also faces a diversification of its missions. We explore the way in which academic practice their profession in this context, in front of students from several DEUG (mainly history, physical sciences and psychology). After having established the lack of literatur on the issue, the regulatory evolutions defining the framework of teaching practices are examined. Based on monographic studies (direct observation .and interviews), this thesis show how the collective organisation of the work, the relationship to the students and the handling of knowledge are all laced with tensions between divergent types of symbolic enrolment; which are identified by Lise Demailly as respectively 'academic' ("universitaire"), 'educational' ("scolaire") and 'contractual'. We conclude With a de-synchrorisation between practices and representations among the different protagonists (e.g. academics, students and lnstitutional actors) and the social worlds involved
Libros sobre el tema "Relations maître-élève – Études comparatives"
Making Supervision Work For You A Students Guide. Sage Publications (CA), 2010.
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