Littérature scientifique sur le sujet « Inspecteur de l’Éducation nationale »
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Articles de revues sur le sujet "Inspecteur de l’Éducation nationale"
Buguet, Lydie, et Patrick Picard. « Une formation en REP, ou chronique d’une collaboration intermétiers ». Diversité 186, no 1 (2016) : 104–7. http://dx.doi.org/10.3406/diver.2016.4355.
Texte intégralZamuner, Christian. « Éducation prioritaire : « penser réseau » ». Diversité 186, no 1 (2016) : 149–53. http://dx.doi.org/10.3406/diver.2016.4369.
Texte intégralDurrive, Louis. « L’alternance : avec un point de vue anthropologique sur le travail ». Serviço Social e Saúde 15, no 1 (24 octobre 2016) : 101. http://dx.doi.org/10.20396/sss.v15i1.8647311.
Texte intégralFortun-Carillat, Véronique. « Enjeux de la mobilité institutionnelle et école inclusive : quelles stratégies des directeurs d’établissements et des inspecteurs de l’Éducation nationale ? » La nouvelle revue - Éducation et société inclusives N° 93, no 1 (13 mai 2022) : 13–32. http://dx.doi.org/10.3917/nresi.093.0013.
Texte intégralTeodoro Soarez, José. « L’éducation nationale au Brésil ». Revue française d'administration publique 39, no 1 (1986) : 53–64. http://dx.doi.org/10.3406/rfap.1986.1717.
Texte intégralCatteaux, André. « Une certaine conception de l’administration : Éducation nationale et enfance inadaptée (1945-1988), un témoignage ». Revue d’histoire de l’enfance « irrégulière » N° 16, no 1 (1 janvier 2014) : 99–110. http://dx.doi.org/10.3917/rhei.016.0099.
Texte intégralSolaux, Georges. « L'éducation à l’orientation : les directives ministérielles et l’état de la recherche ». L’Orientation scolaire et professionnelle 28, no 2 (1999) : 299–325. http://dx.doi.org/10.3406/binop.1999.1279.
Texte intégralMolénat, Xavier. « Pourquoi j’ai quitté l’Éducation nationale ». Alternatives Économiques N° 398, no 2 (31 janvier 2020) : 38–39. http://dx.doi.org/10.3917/ae.398.0038.
Texte intégralAttali, Alain. « L’inspection générale de l’éducation nationale ». Revue internationale d'éducation de Sèvres, no 08 (1 décembre 1995) : 57–65. http://dx.doi.org/10.4000/ries.3529.
Texte intégralCatheline, Nicole. « Lettre ouverte à l’Éducation nationale ». L'école des parents N° 621, no 4 (2016) : 40. http://dx.doi.org/10.3917/epar.621.0040.
Texte intégralThèses sur le sujet "Inspecteur de l’Éducation nationale"
Bouhila, Lydia. « L'identité professionnelle d'un cadre, à l'épreuve du changement : entre réformes et crises, le cas des inspecteurs de l'Éducation nationale ». Electronic Thesis or Diss., Toulouse 2, 2023. https://dante.univ-tlse2.fr/s/fr/item/35708.
Texte intégralThis thesis focuses on the National Education Inspectors (IEN), the managers of primary education in the French education system. At district level, they are responsible for driving forward and supporting the implementation of ministerial and academic policies among teaching staff. Since 2013, school reforms have abounded. The year 2020 is also marked by two events. The first - the health crisis - is forcing exceptional and destabilising reorganisations. The second - the assassination of Samuel Paty - has turned the school and its republican values upside down. These political and social changes required adjustments that weighed heavily on the players in the school system, particularly the inspectors who were responsible for putting them into practice. Against this backdrop, our research examines the professional identity of school inspectors - that prescribed by the institution (IPP) and that expressed (IPE) - in relation to the concept of change triggered by the reforms and crises of the last decade. The survey is structured around three methods of data collection and analysis, using jury reports to characterise the IPP, career histories and a questionnaire to document the IPE. Our results show that the CAI is in line with the PPI, although the values of surpassing oneself dominate the CAI. Based on a thematic analysis of the narratives, our modelling of the space for appropriating norms highlights the triangulation between "values" and "norms". As far as changes are concerned, the crises have reinforced the conservative values of both the IPP and the IPE. A study of the reforms reveals that the IEN's missions have become more complex and that administrative tasks have become more onerous, although their prerogatives have not increased. This can be a source of frustration for some IENs, despite their commitment, particularly during the implementation of the 2013 inclusive school reforms and the 2017 inspection. They express a feeling of loss of efficiency and exhaustion
Clavé, Yannick. « Les proviseurs de lycée au XIXè siècle (1802-1914) : diriger un établissement scolaire, servir l'Etat, former la jeunesse ». Thesis, Artois, 2018. http://www.theses.fr/2018ARTO0003.
Texte intégralPlaced in an interface position within the education system, between the national and academic higher authorities, the local notables, the pupils and their families, but also all the staff of the school, including teachers, over whom they have authority, principals occupy a fundamental position. Created at the same time as the Napoleonic high school, in 1802, the principals benefited throughout the nineteenth century from a construction of their status and career by the state. True middle management officials, for the vast majority from the world of education, more and more frequently aggregated, the principals are subject to intense geographical mobility, almost essential for those who want to accomplish a great career whose top remains Parisian high schools. His daily work is considerable, both in and out of his establishment. The principal also asserts his pedagogical role, the Institution expecting from him a true capacity to show himself as an educator, and not only as an administrator. Representatives of the Republican State, the principals are also at the heart of the political and religious issues of their time, especially to face the stiff competition imposed on them by congregational institutions.Mobilizing a variety of sources (official and regulatory texts, personal files of officials, departmental archives, private documents), this thesis is based on a prosopographic approach, to study career paths, forms of professional mobility and social origins of these officials over the course of a long nineteenth century, with special attention to the Third Republic, when the construction of the provisional body is strengthened. The principals can indeed be considered as a socio-professional group with the slow but certain affirmation of a real identity of body, in law and in fact, which does not exclude some specificities, like these 108 ecclesiastical principals whose last , fully supported by the Republican authorities, only retired in 1898
Boulard, Cédric. « Quand l’Éducation nationale se fait nouvelle. Le cas de l’enseignement secondaire, de 1930 à nos jours ». Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL006.
Texte intégralSecondary education is often described as a withdrawn citadel, a rigid institution, whose teachers would be resistant to change. The history of progressive education within its system would tend to evidence this statement. Except for the enchanted Liberation episode, it would have failed to transform it. Is this assessment of failure justified ? If so, to what extent is it justified ? And if it isn’t completely, how can its prominence in various discourses, whether militant or academic, be explained ? To answer these questions, the study conducted here offers to take a step back and to carry the analysis on the long term, in order to allow comparisons between three periods : 1930-1944, 1944-1970 and 1970-2016. For each of them, it is a question of crossing sources of varied nature. An assesment of the prominence of progressive education in ministerial injunctions is made possible thanks to a meticulous reading of the official texts. An examination of networks (general Inspectorate, senior officals, teacher associations, unions…) enables to trace the path of the dissemination of its ideas and to try to assess its impact on middle and high schools. At the conclusion of thiscourse, it seems that progressive education has managed to participate in the elaboration of a progressive educational model and to change, at least partly, teaching practices. In the end, the reasons for the feeling of a failure of progressive education in secondary education do not lie in the actual achievements as much as in its identity, in the dissemination strategies at work (from explicit to implicit) and in representation fights between actors and observers of the educational field
Boulard, Cédric. « Quand l’Éducation nationale se fait nouvelle. Le cas de l’enseignement secondaire, de 1930 à nos jours ». Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUL006.
Texte intégralSecondary education is often described as a withdrawn citadel, a rigid institution, whose teachers would be resistant to change. The history of progressive education within its system would tend to evidence this statement. Except for the enchanted Liberation episode, it would have failed to transform it. Is this assessment of failure justified ? If so, to what extent is it justified ? And if it isn’t completely, how can its prominence in various discourses, whether militant or academic, be explained ? To answer these questions, the study conducted here offers to take a step back and to carry the analysis on the long term, in order to allow comparisons between three periods : 1930-1944, 1944-1970 and 1970-2016. For each of them, it is a question of crossing sources of varied nature. An assesment of the prominence of progressive education in ministerial injunctions is made possible thanks to a meticulous reading of the official texts. An examination of networks (general Inspectorate, senior officals, teacher associations, unions…) enables to trace the path of the dissemination of its ideas and to try to assess its impact on middle and high schools. At the conclusion of thiscourse, it seems that progressive education has managed to participate in the elaboration of a progressive educational model and to change, at least partly, teaching practices. In the end, the reasons for the feeling of a failure of progressive education in secondary education do not lie in the actual achievements as much as in its identity, in the dissemination strategies at work (from explicit to implicit) and in representation fights between actors and observers of the educational field
Moussavou, Diane Prisca. « Un collectif de professeur.e.s confronté.e.s à deux parts de l’Idéal du moi : le travail collaboratif d’un collectif de professeur.e.s confronté.e.s aux exigences de deux versants de l’Idéal du moi au cours de leur activité créatrice d’un projet de collège coopératif et polytechnique de l’Éducation nationale ». Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100151.
Texte intégralFor this thesis, our clinical material consists mainly of audio-transcripts of working sessions - that we recorded - in which we participated for two years with the agreement of a collective of teachers developing an alternative junior high school project within the National Education. We have also been able to listen to and collect testimonials from some members of another team of teachers working in a micro-high school, according to co-operative modalities of functioning, since ten years for older ones. Our goal was to focus on cooperative practices, the desire to team up with others, the values that underlie them, ideals and fantasies that are active without the knowledge of the subjects. During the work of listening to certain verbalizations, an unconscious fantasy of perfect equality was revealed in many members, which led us to the idea of a particular desire supported by this fantasy: desire-totality. Now, when this fantasy and desire are not perceived, recognized, elaborated and then exceeded, they hinder, in practice, the pleasure of being and of cooperating with others. To overcome them, a distancing with oneself is necessary that is to say, a decentering from one's own objects of thought. Over the times, this has happened to all members who have stayed as well as to newcomers
Ali, kore Aboubakar. « La socialisation politique au Tchad. Analyse critique du contenu des livres scolaires pour la période 1960-2005 ». Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-01063566.
Texte intégralQUINSON, François. « QUITTER LA CLASSE : La mobilité professionnelle en cours de carrière des enseignants du premier degré, épreuve cruciale individuelle et analyseur du groupe professionnel ». Phd thesis, Université Lumière - Lyon II, 2004. http://tel.archives-ouvertes.fr/tel-00007848.
Texte intégralDarveau, Jocelyne. « Étude descriptive des perceptions de soutien, d’habilitation et de reconnaissance favorisant la mobilisation organisationnelle au Ministère de l’éducation nationale et de l’alphabétisation du Burkina Faso ». Thèse, 2015. http://hdl.handle.net/1866/13510.
Texte intégralThis doctoral thesis is situated in the context of national authorities' and international organizations' concerns about the effectiveness of public organizations in developing countries, pursuant to the Millennium Development Goals (MDG) and the Education For All program. The argument of lack of resources has been increasingly challenged by the observation that some organizations with fewer resources than other similar ones produce better results (Barney, 1991; Durand, 1996; Isckia, 2008). This implies that the quantity of resources is not the only determining factor. Other aspects must be considered, such as organizational mobilization, i.e., the movement generated by a critical mass of employees acting in ways that support the achievement of their organization's goals. Mobilization of this kind requires a positive climate that results from the presence of specific psychological states felt by employees, in particular, the perceptions of being supported and recognized by the organization, and a sense of psychological empowerment (Tremblay & Simard, 2005). These perceptions and feelings are the focus of the study we conducted at Burkina Faso's Ministère de l'Éducation nationale and de l'alphabétisation (MÉNA) [National Ministry of Education and Literacy]. The main objective of our research was to describe these three psychological states. We explored perceived organizational support (POS), psychological empowerment and perceived recognition by drawing on the work of Eisenberger et al. (1986), Spreitzer (1995) and Brun & Dugas (2005) respectively. We deliberately chose to work from the perspective of employees, rather than the observed or self-reported management practices of their superiors, and strove to discover theirs perceptions. Perceptions merit attention because no policy, measure, or practice aiming to instill a mobilizing organizational climate will be effective if it is not perceived as such by the employees. Using a mixed methodology, we gathered data from senior educational administrators and school principals on the three selected psychological states with a questionnaire containing 37 statements (65 respondents); individual interviews designed to enrich, supplement, clarify, or illustrate information generated by the questionnaire (18 participants); and two focus groups that reviewed the results of the preliminary analysis of the questionnaire data (7 participants). In all, data were gathered from 73 individuals, some of whom both answered the questionnaire and took part in an individual interview. The data concerning each psychological state were processed using SPSS Statistics 20 software (for the questionnaires) and QDA Miner 4.0.11 (for the individual interviews). For each statement, each variable created, and each of the characteristics (function, gender, and work setting), we first obtained measures of central tendency; we then introduced a second level of processing by combining characteristics, for example, function (senior educational administrator or school principal) and gender (female or male). We then coded the interview transcripts with a view to extracting elements that would confirm, clarify, or nuance the findings of the analysis of questionnaire data for each psychological state. The analysis of the interview data aimed also to identify elements relating to the subject of mobilization within MÉNA. The analysis of questionnaire data generally revealed that organizational support is perceived in a negative way within MÉNA, with only the appreciation of job performance recording a slightly less negative perception. The respondents perceived themselves as psychologically empowered; of the four components of psychological empowerment, autonomy was perceived most negatively. With regard to recognition, we noted a positive perception of elements pertaining to communication and negative perceptions of the reward system. The results of our analysis of the questionnaire data were enriched by the material gathered from the interviews, which revealed that effective management practices (e.g., quick response to requests, application of punctuality and attendance standards, regular pay) are viewed as evidence of organizational support. The interviews also revealed a strong potential for personal and professional commitment on the part of participants, who exhibited readiness to contributing more to the organization in exchange for greater recognition of their potential. We refined our analyses by considering function, gender, and work setting. We observed, for instance, that organizational support is perceived more positively in urban settings than in rural areas; senior educational administrators have a positive perception of the Ministry's recognition of their contribution, whereas school principals have a negative perception of this recognition. The feeling of being competent is more positive among senior administrators, while the sense of autonomy is perceived more positively by school principals. In urban areas, information transmission, meetings with superiors, and expressions of appreciation are more frequent than in rural areas. In this research, which was conducted in a sub-Saharan context, we adopted a "universalist" rather than a "culturalist" approach. While recognizing that traditions and culture are part of the organizational environment, we believe they are not the main factors driving the behaviour of employees in an organization. The comments of some of the participants we met reinforced our conviction that management practices that are usually perceived positively by employees are perceived the same way in this context.
Zanazanian, Boghos. « Historical Consciousness and the Construction of Inter-Group Relations : The Case of Francophone and Anglophone History School Teachers in Quebec ». Thèse, 2009. http://hdl.handle.net/1866/3465.
Texte intégralThis three-article thesis looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among national history teachers in Quebec. The province’s ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec’s parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. Depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The first article theorizes how social actors’ differing capacities to historicize the past, or to generate moral life patterns for temporal orientation, underlie their negotiations of ethnicity and agency toward the “significant Other.” By developing a repertory of parallel and equal tendencies of historical consciousness for grasping fluctuations in ethnic boundary maintenance, the article moreover argues how social actors’ willingness to recognize human moral and historical agency is central to group boundary porosity. The second article discusses the findings of an exploratory study conducted on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal national history classrooms. Whereas most Francophone respondents are indifferent to Anglo-Québécois social realities and historical experiences, all Anglophone ones know and transmit those of the Franco-Québécois to their students. Mirroring each group’s sociological status, this divergence implies a dissimilarity in how past inter-group relations are historicized. Possible non-recognition of Anglo-Québécois moral and historical agency moreover explains the prevalent indifference among Francophone respondents. The last article touches upon an in-depth study conducted on Francophone national history teachers’ historical consciousness of the Anglo-Québécois. By testing my aforementioned repertory, the study analyzed how respondents historicize temporal change when negotiating ethnicity and structuring group boundaries. While their views on “history” and their historicizing of different thematic contexts overwhelmingly lead respondents to reinforce ethno-cultural differences and to not recognize human moral and historical agency, half of them nonetheless demonstrate openness to learning about and transmitting Anglo-Québécois social realities and historical experiences. Despite such willingness, reliance on pre-established historical visions for constructing inter-group realities nevertheless highlights the exclusion of the latter when respondents set out to develop a national identity among students.
Livres sur le sujet "Inspecteur de l’Éducation nationale"
Louis, Jean-Marc. J'ai mal à mon école : Testament d'un inspecteur de l'Éducation nationale. Paris : Presses de la Renaissance, 2010.
Trouver le texte intégralDupeyron, Jean-François, et Christophe Miqueu. Éthique et déontologie dans l’Éducation nationale. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.
Texte intégralBosman, Françoise, Jean-François Chanet, Laurent Frajerman et Jacques Girault, dir. La fédération de l’Éducation nationale (1928-1992). Presses universitaires du Septentrion, 2010. http://dx.doi.org/10.4000/books.septentrion.39711.
Texte intégralChapitres de livres sur le sujet "Inspecteur de l’Éducation nationale"
Netto, Stéphanie, Emmanuelle Voulgre et François Villemonteix. « Agir avec les technologies comme néo-inspecteur de l’Éducation nationale : entre acceptations et renoncements ». Dans Le numérique à l'école primaire, 87–106. Presses universitaires du Septentrion, 2019. http://dx.doi.org/10.4000/books.septentrion.99472.
Texte intégralCottin, Valérie. « Infirmière à l’Éducation nationale ». Dans Infirmière en Milieu Scolaire, 7–11. Elsevier, 2012. http://dx.doi.org/10.1016/b978-2-294-73097-9.00002-0.
Texte intégral« Esdras Minville L’éducation nationale et l’université 1935 ». Dans L'idée d'université, 162–66. Les Presses de l’Université de Montréal, 2002. http://dx.doi.org/10.1515/9782760623651-025.
Texte intégralKambouchner, Denis. « 2 - La citoyenneté, nouveau transcendantal de l’éducation ? » Dans Éthique et déontologie dans l’Éducation nationale, 33. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0033.
Texte intégralDupeyron, Jean-François, et Christophe Miqueu. « Introduction ». Dans Éthique et déontologie dans l’Éducation nationale, 7. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0007.
Texte intégralJézéquel, Jean-Hervé. « 1 - L’éthique sous les tropiques : réflexions sur la formation du « bon enseignant » dans la République coloniale ». Dans Éthique et déontologie dans l’Éducation nationale, 15. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0015.
Texte intégralSembel, Nicolas. « 3 - La définition du « bon » fonctionnaire comme enjeu de luttes : un exemple de tentative de bureaucratisation du travail enseignant par la norme, la compétence et la morale ». Dans Éthique et déontologie dans l’Éducation nationale, 43. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0043.
Texte intégralDupeyron, Jean-François. « 4 - Obéir et désobéir en acteur de l’État républicain ». Dans Éthique et déontologie dans l’Éducation nationale, 57. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0057.
Texte intégralMiqueu, Christophe. « 5 - Agir en fonctionnaire de l’État à l’heure de la réduction généralisée de la puissance publique ». Dans Éthique et déontologie dans l’Éducation nationale, 77. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0077.
Texte intégralPrairat, Eirick. « 6 - Le minimalisme déontologique : raisons sociologiques et arguments éthiques ». Dans Éthique et déontologie dans l’Éducation nationale, 97. Armand Colin, 2013. http://dx.doi.org/10.3917/arco.dupey.2013.01.0097.
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