Tesi sul tema "Action de formation en situation de travail"
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Toutin-Trelcat, Marie-Hélène. "Efficacité des actions de formation pour les bas niveaux de qualification en situation d'emploi et de chomage". Lille 1, 1996. http://www.theses.fr/1996LIL12001.
Testo completoOudart, Anne-Catherine. "Formation "sur et par" la situation de travail et professionnalisation : le cas d'une formation-action accompagnant un service clientèle dans la transformation qualitative d'une "écriture fonctionnelle"". Lille 1, 1999. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1999/50377-1999-17.pdf.
Testo completoChatigny, Céline. "La construction de ressources opératoires : contribution à la conception des conditions de formation en situation de travail". Paris, CNAM, 2001. http://www.theses.fr/2001CNAM0376.
Testo completoMorlet, Gilbert. "L'analyse des compétences mises en oeuvre par des opérateurs illettrés en situation de travail". Nancy 2, 2005. http://docnum.univ-lorraine.fr/public/NANCY2/doc225/2005NAN21013.pdf.
Testo completoAfter studying the linguistic skills of a hundred people positioned in a situation of illiteracy, I focused on the analysis of the technical, cognitive, social and linguistic skills implemented by ten illiterate operators at work. I observed them in secondary and tertiary sectors firms, then I collected their accounts and analysed the written documents found at their work stations. These data made it possible for me to analyse the level of demand at their stations as well as the gaps with what they actually implement to meet it. A beneficial result these gaps reveal is the ability to go beyond the required task ; as for a negative one, they reveal the avoidance action related to the difficulties these operators meet to deal with the written language. Eventually I proposed some training ideas stemming from what these operators did to deal with the working situations they met
Morlet, Gilbert Higelé Pierre. "L'analyse des compétences mises en oeuvre par des opérateurs illettrés en situation de travail". Nancy : Université Nancy 2, 2005. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc225/2005NAN21013.pdf.
Testo completoGarcia, de la Barga Claudia. "Dynamique identitaire et capacitaire en situation de formation : le cas des créateurs de mode". Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30097/document.
Testo completoThe main purpose of our research was to explore the relation between the creative processes and the identity construction. The creative act is personal, subjective an intimate. «Action is to be found at the heart of subjectivity because it has the power of relating aspirations, representations, as well as values and the sense of ability» (Costalat-Founeau, 2008). Our research leans on the theoretical basis of ego-ecology (Zavalloni & Louis-Guérin, 1984; Zavalloni, 2007) which highlights the complexity of the exchanges contributing to the construction of sense and way of being and acting at the very core of identity dynamics. This approach sees the individual on a holistic way; it conceives identity as an internal environment and focuses on the analysis of social representations built as imaged metaphors of reality. The subject as a transactional and dialogical agent is a discursive subject. It's with and in the speech that ego-ecology and the IMIS method try to find a relation between internal and external environment elements by finding identity words that are used as ontological regulators of the identity dynamic and any creative project. The creative project starts and boosts itself in the subject's subjectivity preferring the expression of emotions, values, aspirations, motivations and abilities that take part of a productive power focused on internal and external coherence. We made this exploratory study on a longitudinal way using as subjects fashion design students during three years
Kunegel, Patrick. "Tutorat et développement de compétences en situation de travail : essai de caractérisation des logiques tutorales". Paris, CNAM, 2006. http://www.theses.fr/2006CNAM0529.
Testo completoThe development of training in alternation (sandwich courses between school and workplace) has reactivated the age-old function of tutoring. But these practices, often qualified as "spontaneous", are difficult to understand in their modes of implemted reasoning. The purpose of this research is to answer the following question : is tutoring, in work situation, an organized activity ? The interactions filmed between tutors and their apprentice, in real situation, offer protocols for a research situated in an analysis reference framework of professional didactic. The first results concern the "configurations" used as basis for the transformation of competences. The second part concerns the outstanding characteristics of the tutoral shoring. The results clarify several aspects of the enigmatic part of training in alternation : apprenticeship in workplace
Pham, Quang Long. "Émotions et apprentissage en situation tutorale au travail : le cas d'agents de soin mortuaire". Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM0999/document.
Testo completoThis research concerns the role of situated emotions in workplace learning. The chosen empirical field is the one of agents of mortuary care in situation of interaction tutorale in activities which are new for them. The centrality of emotions in this context seems obvious, an obvious fact that we question in putting in object the emotions. Taking of a distance is made with the prescriptive dimensions or a social control of emotions which are besides necessary. We propose to analyse what it takes place upstream to what the subjects « make » emotions, also putting the focal on the fact that the emotions « make for them ». The emotions, from their appearance to their decrease settle a regime of specific activity aiming first of all to reduce this so displayed tension. The undertaken approach aims at observing according to which modalities this reduction of the emotion tension can come along with a formative dimension. So the formulation of hypothesis of research concern the function of the emotions on the trainee and on their fonctionnalisation by the dyade tutorale in a formative aim. The mobilized theoretical referents are mainly taken from the field of the training of the adults, the psychology of the learning, the emotions and the work. From an analysis of the activity of dyades associating tutor and trainee, we retain a multimodal approach of the interactions. The obtained results are two orders : first, a methodological result by the proposal of a methodogy of access to the situated emotions ; then, a theoretical result by the differentiation of functions of the emotions in the tutorale workplace : function of energy mobilization for the subject, function of revelation of significant moments of learning for the subject, and the social function allowing the subjects to coordinate their action
Gérard, Frédérique. "Évaluation des dispositifs d’apprentissage en situation de travail dans les entreprises". Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100039/document.
Testo completoCurrently, in organisations, much attention is given to workplace learning and more specifically, intentional, structured and organised learning on the job. Indeed, this kind of training seems to be more efficient and less expensive than off-the-job training.In our research, we study a specific workplace curriculum which has been developed by Entreprise & Personnel association. The aim of our research is to examine the efficacy of this curriculum.Our theoretical framework draws together the work of Billett (1995, 1996, 2001, 2006) one of leader scholars of the field of Workplace Learning and Pastré (1999, 2005, 2011), one of the key researchers of the francophone field vocational didactic. It allows us to formulate 2 hypothesis:- the curriculum facilitates learnings and in particular scheme transformation process;- this curriculum facilitates learning because it affords opportunities that engage the learner.The data gathering procedures was conducted in the French power distribution company ERDF. They include interviews and observations of 21 technicians. Our findings show that hypothesis n°1 is confirmed for all the participants, and hypothesis n°2 for most of them.Our research invites researchers to examine the efficacy of curriculum in terms of scheme transformation process, workplace opportunities and individual engagement. Our findings confirm the interest of workplace curriculum. At the same time, it invites professionals to think critically of reflexivity and learning transfer questions.Our research was conducted under a partnership between Paris Ouest University and ERDF. It was in part funded by the French national research agency
Grangeat, Michel. "Le travail collectif enseignant. Comprendre l'activité professionnelle pour concevoir la recherche et la formation". Habilitation à diriger des recherches, Université des Sciences et Technologie de Lille - Lille I, 2008. http://tel.archives-ouvertes.fr/tel-00595016.
Testo completoMayen, Patrick. "Compétences pragmatiques en situation de communication professionnelle : une approche de didactique professionnelle". Paris 5, 1997. http://www.theses.fr/1997PA05H049.
Testo completoWhat skills do professionals use to face verbal communication tasks with others? And what connections are there between knowledge referring to a professionnal fiel and skills to communicate on things and events belongin to this professionnal fiel? The research presented here fits in with professionnal didactic that can be defined as a process of psychological analysis of the work in order to work out plans or situations of training. The research relies on the theory of knowledge sudied by vergnaud and widely resorts to the logical theory of speech acts and the works on verbal interactions. The analysis of the reception clerk's work in garages relies on an empirical material composed of the transcriptions of 353 registered dialogues corresponding to the activities of 19 subjects. The results show that the reception clerk is at the interface between on one hand the customer and on the other hand the workshop. This entitles a double skills, a technical one and a commercial one learnt on the site. There are relations between the skills those technicians of origine have put together to diagnose, repair and the pragmatic skills they have developped to listent, to question, to understand, to explain and to give arguments. Skills are structured round the use of two conceptuel fields, the one of the workshop, formed by human and technical habilities and restraints the reception clerk has and the other of the customer
Briche, Corine. "L'évolution de la professionnalité dans le travail social. : Etude de trajectoires d'animateurs socioculturels et de processus de formation". Lille 1, 2000. http://www.theses.fr/2000LIL12016.
Testo completoFotius, Pascale. "Gestion cognitive des informations et apprentissage en situation de travail : le cas des opérateurs-monteurs de l'entreprise Renault Véhicules Industriels". Dijon, 1995. http://www.theses.fr/1995DIJOL018.
Testo completoIn order to adapt to the evolution of the economic market, linked on the one hand to fluctuations in production demand and on the otherhand to quality requirements (ISO standards), Renault VI orientated it's thoughts to the presentation of information and it's treatment by the operator at his work station. The approach aimed to implement information support measures adapted to the activity, with a view to achieving the same production conditions as the experts : to supply a quality product within the time limit allocated. The proposed system had to present the necessary characteristics for it's integration with the ISO 9002 certification process, in other words, to participate in the identification and formalisation of the elements necessary to define and obtain the quality process. In a psycho-linguistic perspective of collective communication, we have analysed the strategies developed by the operator assembly-workers to adapt themselves and regulate their activity. We then studied the effect of working practices linked to expertise, on a second time around learning work situation, corresponding to changes in the speed of production. Our proposals for modifications to the work stations allowed an acceleration of the learning process by reducing the treatment of information concerning the choice and the taking-up of pieces. The results of the experiments conducted with the "novice" operators show their value, not only in terms of time saved but also through improved quality
Guiboumou, Christelle. "Action syndicale et impact sur la situation socio-économique des populations ouvrières au Gabon de 1960 à nos jours". Lille 1, 2007. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2007/50374-2007-Guiboumou.pdf.
Testo completoPerez, Nathalie. "Une démarche de conception pour la formation générale des apprentis : tâches, organisation du travail et modalités d'évaluation : : Expériences psycho-socio-pédagogiques dans un Centre de Formation d'Apprentis". Montpellier 3, 2002. http://www.theses.fr/2002MON30015.
Testo completoAyet, Laurent. "Evaluation d'une action de prévention en milieu professionnel : la formation gestes et postures de la cellule lombalgie du C.H.R.U. de Montpellier". Montpellier 1, 1996. http://www.theses.fr/1996MON11142.
Testo completoMEYSSON, MIREILLE. "Approche systemique et recherche-action au service des nouvelles organisations du travail, et de la formation en ateliers de production industriels". Caen, 1998. http://www.theses.fr/1998CAEN1242.
Testo completoThe "new work organizations" demand, from men and women, knowledge, abilities, competency for adaptation and learning. They require, from workers, continuing changes and a day-to-day perfection in constant evolution. They also imply a redefinition of the mission and the profession of the training-consultant. From an unwavering trans-disciplinary standpoint, enlightened by a systemic approach, supported by an "action- research" strategy and examined under a constructivist eye, this thesis covers the paradigms of competency, representation, motivation, individual and organizational learning, to finally address genuine needs. In this context, the last chapter deals with "the significance, fragility and limitations of these work organizations
Jacquet, Pascale. "De l'implication à l'impact du fonctionnement, de la formation et de la situation géographique des protagonistes de l'Éducation nationale sur la mise en place du travail en équipe des enseignants du premier degré". Thesis, Antilles, 2016. http://www.theses.fr/2016ANTI0073/document.
Testo completoThis thesis focuses on the teamwork in first-degree’s schools. This is a descriptive research based on observation and description of teams organisation through the views of actors of national education, in St. Martin Island first and then in Guadeloupe. The challenge is to study the impacts that will bring various elements chosen on the implementation of the teamwork in schools, as it is recommended by the minsterial official texts.This study is based on the model of Engeström. It’s a qualitative approach and which favours the use of semi-directive interview. The corpus consists of 80 inter- views, supplemented by four surveys.In a first part, the thesis concentrates on the functioning and the organization of the headmasters in schools, as manager of the teaching team. The second part is based on the accurate analysis of the initial and continuous training system of personal of education (headmasters, teachers and inspectors) in France and in the world. The observations of the teamwork in difficult areas will show if the geographical location of schools promotes the organisation of the staff that officiates in those places
Shahrokhi, Mahmoud. "Intégration d'un modèle de situation de travail pour l'aide à la formation et à la simulation lors de la conception et l'industrialisation de systèmes". Phd thesis, Ecole centrale de nantes - ECN, 2006. http://tel.archives-ouvertes.fr/tel-00429644.
Testo completoMichaëlis, Nicolas. "Conduites d'appropriation individuelle et collective du soutien social : une recherche-action dans le cadre d'un dispositif d'aide aux personnes en situation de souffrance au travail". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00788691.
Testo completoMichaëlis, Nicolas. "Conduites d'appropriation individuelle et collective du soutien social : une recherche-action dans le cadre d'un dispositif d'aide aux personnes en situation de souffrance au travail". Electronic Thesis or Diss., Toulouse 2, 2012. http://www.theses.fr/2012TOU20075.
Testo completoThis study aims at contributing to the scientific controversy about the variability of social support effects, based upon studies which highlight deleterious effects of social support. How can we explain that a same social support can generate positive effects for some of its recipients while generating negative effects for others? According to the plural and active socialization theoretical model, we assume that social support appropriation behaviors play a role in explaining this variability. In order to examine the appropriation behaviors in their individual and collective components, a research action program has been drawn within the Suffering at Work Counseling of the occupational and environmental pathologies service of Purpan’s University Hospital, in Toulouse. The longitudinal approach and the comparison of two ‘workplace situations analysis’ groups have enabled us to analyze and model the collective and individual social support appropriation behaviors processed by the members of both groups who volunteered to participate in the study. These individuals have been experiencing work-related suffering and were thus referred to the counseling service. The observed relationships between individual appropriation, collective appropriation and social support effects support theoretical and practical proposals about the prevention of work-related suffering
Vinérier, Anne. "Réapprentissage des savoirs de base avec des personnes en situation d'illettrisme et tensions transitionnelles : à partir d'une Formation-Recherche-Action avec des apprenants". Tours, 2007. http://www.theses.fr/2007TOUR2006.
Testo completoBarely 2 % of illiterate adults make the effort to return to further education to learn to read, write and count since their first learning experience ended in failure. By identifying obstacles and solutions, we explore here the tensions to which these "remedial" students are subject in respect to themselves, others and their environment as laid out in the tripolar theory on training (G. Pineau). Using the archetypes and symbols of the caveman myth (Plato) we study the route these people take between mental acceptance and refusal, and the time-scale necessary. We shall try to understand the role played by third parties in encouraging the acquisition of basic skills, and underline the importance of interpersonal relations (R. Barbier's theory of sensitive listening). We shall place the question of retraining in a scenario of "level crossings", one problem symbolically being that of moving country
Plenchette, Marcel. "Des pratiques participatives en situation de travail aux effets transformateurs dans l’apprentissage du métier de formateur des professionnels de santé". Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1239/document.
Testo completoThis research focuses on the process of transforming the frameworks of experience (Goffman E., 1991) resulting from participatory practices in work situations and its effects on learning the profession of trainer of health professionals. The participative practices of these professionals will be the research subject through the choice of a focal point inscribed in the current of microsociology. The observation of the work situations was done lengthwise (considerer a changer longitudinally) over four years, by the recording of in situ work situations carried out by the trainers themselves, followed by group interviews, including a self-confrontation dimension and semi-structured individual interviews. Our theoretical references are originating from the field of workplace learning, including the notion of participative practices (Billett S., 2016), situated learning with the theory of communities of practice (Wenger E., 2005), the analysis of interactions with Goffman's work on the rites of interaction (1974) as well as the frame analysis (1991). Our central hypothesis consists in thinking that learning the profession of trainer through the participative practices of the actors in the work situation entails processes of transformation of the frameworks of the experience. The results show that a process, which we named dynamic enshrined frames, produces a modification of the professional positioning of the actors. The perception of their learning environment is changing and so are their professional practices
Di, Patrizio Gabriele. "La Formation Professionnelle Continue destinée à l'adulte en situation d'emploi : entre espace d'acquisition et transhumance". Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG013/document.
Testo completoThis research focuses in training adults. We question the impact of the dynamics developed while they learn together. Our research was conducted with 24 people who followed at least one internship between 2008s and 2011. We met the participants within the framework of a semi-directive interview. This technique was developed from a model which consider attitude and behavior in respect to the Self (Hamel, et al., 1999). The analysis made in a socioconstructivist epistemological frame, has contributed to underline a number of ideas which supports the necessity of the internships as a space for the acquisition of skills, and other ideas which indicate that " silent transformations " (Jullien, 2009) can occur on the " growth of adult life " (Bédard, 1987) also thanks to the internships. The diverse elements of our research allowed us to show that the training potentially contributes to the construction of identity of the subject
Di, Patrizio Gabriele. "La Formation Professionnelle Continue destinée à l'adulte en situation d'emploi : entre espace d'acquisition et transhumance". Electronic Thesis or Diss., Strasbourg, 2015. http://www.theses.fr/2015STRAG013.
Testo completoThis research focuses in training adults. We question the impact of the dynamics developed while they learn together. Our research was conducted with 24 people who followed at least one internship between 2008s and 2011. We met the participants within the framework of a semi-directive interview. This technique was developed from a model which consider attitude and behavior in respect to the Self (Hamel, et al., 1999). The analysis made in a socioconstructivist epistemological frame, has contributed to underline a number of ideas which supports the necessity of the internships as a space for the acquisition of skills, and other ideas which indicate that " silent transformations " (Jullien, 2009) can occur on the " growth of adult life " (Bédard, 1987) also thanks to the internships. The diverse elements of our research allowed us to show that the training potentially contributes to the construction of identity of the subject
Bayet, Brigitte. "Récits de jeunes en situation de handicap : comment devenir auteur de son parcours de formation vers l'insertion professionnelle ?" Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100018.
Testo completoThe evolution of the conceptual approach to disability, the guidelines developed by international organizations, declined at the european level in terms of rights and social participation of people with disabilities gradually led to the establishment of an inclusive society, with impacts on access to education, vocational training or higher education and professional insertion of young people with disabilities. The subject of this thesis in Education Science is part of a qualitative interpretive and comprehensive survey with phenomenological sensitivity, and focuses on the training path towards the professional insertion of young peoplewith disabilities. It proposes, from their stories, to understand the personal subjective meaning that each one can give to his/her path and his own life, to understand how these young people develop their vocational guidance project, how they can become the authors of their training and of their insertion through the experience of disability, for some of them with physical impairments. The chosen approach was to give priority to the narrative feature with an opening to otherness, a sensitive listening to the fragments of course delivered by these young people, and an analysis in a multi-referentiality bringing intelligibility to this research topic and emerging phenomena. A first analysis-synthesis work for each of the portraits with a reading based on key notions such as subject-actor, psychological empowerment, events, bifurcations and biographical transitions, gives prospects of generalization in the form of pathways typologies
Jammoul, Zoualfakar. "Formation professionnelle et marché du travail : Étude exploratoire des interactions entre compétences scolaires et attentes du secteur de la restauration (technologie culinaire) à partir des représentations des acteurs". Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20061/document.
Testo completoThe relationship between education and the business world has often been questioned and challenged on either part and that since the Middle Ages as the workplace evolves more rapidly taking into consideration the economic, social and cultural parameters of the time than school education can. However, students are at the heart of this interaction as they engage in academic learning with the aim to enter the job market later.To better understand this problem, this research focused on the interaction between academic learning and the needs of the food industry, particularly the catering branch involving students from a vocational school currently engaged in developing their culinary skills. Three areas of research have been established: the relationship between the skills required by the MEN and the needs of the catering business, the learning process in workshops during the first stages of training and the acquisition of skills by students and thirdly the interaction between counseling and entering professional life.These three areas of investigation were conducted with a sample of students, teachers and restaurateurs in the Rhône-Alpes region through a questionnaire, field observations and interviews. The objective was to compare the opinions questioning the learning process for better employability
Manach, Marlène. "Etude de la construction de compétences sociales par une analyse de l’activité en situation de formation : transformation du rapport à soi et aux autres". Thesis, Brest, 2019. http://www.theses.fr/2019BRES0039/document.
Testo completoIn the field of adult education, the question of social skills emerges from current societal issues. The development of service professions, globalization and the virtualization of organizations involve social skills, combining intrapersonal provisions linked to self-relationship (self-confidence, stress management, etc.) and interpersonal provisions linked to relationships with others (teamwork and networking, empathy, etc.) sought by employers. However, social skills are rarely addressed in adult education because they are considered aspart of “on-the-job” learning (Durand, 2008).This study therefore has a dual epistemic and transformative objective: to know how participation in training situations influences the transformation of the relationship with oneself and others. This thesis was based on the training proposals of the IDEFI TalentCampus. The theoretical and methodological framework used is the result of a link between the course of action (Theureau, 2006, 2015) and the sociotechnical approach to training environments (Albero, 2010 a/b/c). This framework aims, through a diachronic and synchronicanalysis, to understand the different forms of interaction between individual learners and their training environment (other learners, trainers, artefacts) and the influences of these interactions on the relationship to oneself and others. The results show changes in activity habits related to relationships with oneself and others. These transformations emerge from interactions with others mediated by artefacts, in situations where the objective is to carry out a project in a group or to reflect on the action
Lopez, Sylviane. "Transformation de l'activité d'apprenants de l'enseignement professionnel en situation de presque accident : une approche énactive". Electronic Thesis or Diss., Université de Toulouse (2023-....), 2024. http://www.theses.fr/2024TLSEJ014.
Testo completoThe thesis entitled « Transformation of vocational learners’ activities in near-accident situations An enactive approach » focuses on the imperative of preventing accidents among learners in agricultural education during their professional training period in companies. The goal is to explore learner activity in risky professional situations, with particular attention to the population of young workers. It aims to decipher their behaviors and attitudes in potentially dangerous situations and identify variables influencing their decision-making processes, thereby enhancing understanding of issues related to occupational health and safety (OHS). Themethodology adopted relies on the intersection of Vermersch’s psychophenomenology Vermersch, 2012; Depraz et al., 2011) and the explicitation interview, combined with the Empirical Research Program of Course of Action within the enactive paradigm proposed by Theureau (2004a, 2015). This theoretical combination enables the analysis of learners’ work ituations in near-accident scenarios, which refer to situations that could have resulted in an accident. This qualitative and heuristic study comprises 11 case studies : five interviews with apprentices in Apprenticeship Training Centers, three with students in Rural Family Houses, and three with students in initial training in agricultural high schools. The aim is to describe, through xplicitation interviews, the lived experience during near-accident situations, without making prior assumptions about the learning process, and to identify factors that have facilitated or indered the learners’ protection. In this perspective, the primary objective is to capture the subjective experience of learners in order to understand how their activity transforms during this specific moment, referred to as the « moment of reversal » (t = r ). The analysis of « courses of experience » allows for understanding the factors that led to the incident, shedding light on the transformations of the activity. The results of this research reveal the intentional ambivalence of learners, manifested by their dual intention to meet social and personal expectations while taking risks to demonstrate their competence. Various fundamental concerns influence the transformation of young individuals’ activity during their decision-making processes, including contrasting emotions ranging from confidence to incomprehension, as well as feelings of pride and anger towards oneself, disappointment, and fear. Furthermore, a strong determination to fully engage in tasks, to succeed, to avoid delays and meet deadlines, a particular attention to details and landmarks, such as lunchtime, and anticipation of tasksto be accomplished, quick and effective reactions to unexpected or dangerous situations (sometimes surprising), and a pronounced self-critique and sense of guilt in case of failure. These results suggest potential implications for accident prevention and improvement in the pproach to health and safety at work among learners. The thesis emphasizes the necessity for actors involved in learner training during their work placements to consider the levels of leaning and contextual dimensions relevant to the learner
Richard, Amélie. "L'utilisation des habiletés de pensée pour mieux collaborer : développement, implantation et évaluation d'une approche de pratique réflexive en formation interprofessionnelle". Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69508.
Testo completoContext Interprofessional collaboration (IPC) is now established as a necessary way to provide concerted, coordinated, and consistent services to individuals, families, and communities. Interprofessional education (IPE) is a teaching approach that allows students from two or more professions to learn by interacting with each other in order to improve collaboration and optimize care and services. However, implementing IPE initiatives comes up against numerous difficulties. Aside from the challenge of logistics, various psychosocial issues can arise, including hierarchical relationships between groups of students, communication barriers, and confrontation of professional identities or philosophies of care. One of the most promising ways to address these issues is the use of reflective practice. Reflective practice is considered to be a key factor in the training of future health and social services professionals. Despite a growing recognition of its importance, the literature on the subject is still scarce and the initiatives implemented are often hardly operationalized, theoretically unfounded, or poorly documented. Aims The general objective of the thesis is therefore to develop a theoretically grounded reflective practice approach that is tailored to the needs of IPE in order to support facilitators in their role and to promote interprofessional collaboration and discussion among participants. This overarching purpose translates into five specific objectives: 1) Examining the theoretical and practical pertinence of reflective practice in the IPE context; 2) Identifying the principles and characteristics that should underlie the development of a reflective practice approach in order to ensure that it is theoretically sound and suited to IPE; 3) Developing an IPE-specific reflective practice approach based on the principles and characteristics identified; 4) Implementing the reflective practice approach developed with facilitators and participants in a context of IPE; and 5) Evaluating the impact of the approach implemented on facilitators and participants. Methods The project is based on collaborative action research using a pedagogical design-based research methodology through prototyping derived from the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation), which includes cycles of analysis, design, development, and finally implementation and evaluation. The analysis was carried out using three methods: realistic review of the literature on reflective practice in IPC and IPE, focus group discussion with facilitators involved in IPE, and analysis of interprofessional discussions among students in the context of an IPE course. The prototype was fine-tuned following pre-testing. The approach developed was implemented in an IPE course at Laval University in Québec City, Canada. Three different methods were used to evaluate the impact of the approach: pre-post questionnaire on self-efficacy, focus group discussion among facilitators, and analysis of interprofessional discussions among students. Results The project led to the development of a reflective practice approach that is suited to IPE and that integrates explicit teaching of reasoning (deductive and inductive) and use of a number of thinking skills targeted for their relevance to the context. Following the implementation of the approach, facilitators developed greater ease and confidence in their role and learned to diversify their ways of responding to student needs. Students, for their part, began to explore their colleagues' perspectives and ask questions, in contrast to how they proceeded before the implementation of the approach, i.e. arriving at a consensus without examining and evaluating the various views, or exploring the rationale behind the proposals on hand. Students also learned to make explicit the reasoning and assumptions on which they based their suggestions and to build, together, collaborative clinical reasoning that is conducive to a more consistent and concerted response to the needs of the individual. Conclusion Explicit teaching and the use of reasoning and thinking skills in IPE foster the development of collaborative reflective practice in interprofessional discussion. The use of thinking skills enables the members of a team to challenge themselves and move toward a common goal by bridging differing perspectives. The rigour of the resulting dialogue contributes to centering the discussion of clinical cases on the needs of the individual and his or her friends and family
Leonard, Myriam. "Construire l'expérience collective en situation : l'activité en patrouille des gardiens de la paix de la police nationale". Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1278.
Testo completoDiscernment is considered an almost natural quality that would be common sense. In the police it is an indispensable individual skill. However, after a prolonged immersion in the professional field of « peacekeepers » and an analysis of the activity on patrol, discernment appears as the product of a collective interpretation activity and a collective interpretative experience. Using an ethnographic approach, this thesis attempts to capture the collective experience that is being developed : by continuously interpreting and reinterpreting the course of things, policemen build situations of action through interpretative consensus, stories and cultures
Robert-Guillot, Marie-Noëlle. "Apprendre, tenir et reprendre le métier : entre expériences vécues et conception continuée de formation : conseiller les agriculteurs en grandes cultures". Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL013/document.
Testo completoThis research work is based on the ex post analysis of the design of a training approach. It is targeted at agricultural advisors facing major changes in their job. The requirements induced by an economically and environmentally performing agriculture modify the job of advisor. The established practices of counselling are disrupted by the agronomy’s engagement to encourage the reduction of inputs. The objective is to design a theoretical frame, allowing to analyze the advisors’ counselling situations, supported by a methodology to back up the reflection and with interactions advisors / trainers. Professional didactic and sociology of action are summoned to appreciate the social situation of development and the training situation as means of training. In the relationships between knowledge for action, theoretical knowledge, the experimentation framework allowed to seize the feasibility of counselling, the access to the potential of the counselling activity and the coordination of the stakeholders to build the action. This leads to a coordinated learning approach with a framework creating along the way what the protagonists are seeking to do together; an approach opening the path to understanding the social component by professional learning; the job emergence
Rémery, Vanessa. "Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience". Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1051/document.
Testo completoAt the interface of the work, vocational training, and guidance for professional career paths, the guidance practices for Accreditation of Prior Learning (APL) are based on an activity whose properties have been gradually formalized and developed, since the introduction of the legislative framework in 2002, thanks to the actors of the field themselves. While discussions are now committed at the university to create pathways to certification, such as to permit access to the profession, we believe that a thorough research on the work activity of guidance practices in Accreditation of Prior Learning may contribute to the design of training devices addressed to advisers in order to assist candidates in their preparation. Based on ethnographic observations conducted in a training organization in the field of Social Work, our data consists of audio recordings of guidance interviews between advisers and candidates. Firstly, the research focused on discourses of experience produced by candidates and advisers. We analyzed them separately from interactional context in which they are produced. From a textual, discursive and enunciative perspective, we are interested in the characteristics of the discourses of experience to understand the activity they involve from the point of view of the actors, the experiences they summon, and the fictional activity areas’ emergence (the space of educational work, the space of writing activity the APL file, the jury APL space). Then, the research focused on interactions between advisers and candidates in guidance interviews, in order to understand how the dialogical activity they underlie, contributes to the development of the candidate’s discourse of experience about his work. An analysis of the trajectories of the actors engaging in the activity shows that different dialogic configurations (educator / educator; adviser / candidate; appraiser / appraisee) take place during the dialogue between the adviser and the candidate, which are like a support for the development of candidate’s thought and discourse about his work. These dialogic configurations are manifested by voices staging that summon past experiences, expected or imagined, associated with fictional activity areas separated from the guidance situation. Because they allow the candidate to engage in fictitious dialogues by reconfiguring the places taken in the relationship, these dialogic configurations give access to interpretative movements in thought and speech of the candidate's activity, and they enable a transformation of the point of view focused on the professional activity
Sartier, Florence. "La régulation de l'activité en situation tutorale : le cas des masseurs-kinésithérapeutes". Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1244/document.
Testo completoThis research focuses on the regulation of the activity of physiotherapists in a mentoring context. To carry out our survey, we implemented video regulation interviews with eight dyads in the context of mentor regulation and exchanges between tutor and tutee, following a clinical learning situation. We opted for a discursive approach to analyse the types of regulation feedback favoured by mentors. We also examined regulation signs which correspond to regulation intents in tutee’s discourses. The content analysis methodology (Bardin, 2007) allowed us to highlight the topics most often discussed during the interactions which sustain the regulation interviews, in relation to professional representations. The self-confrontation interviews method enabled us to understand the regulation process: it allows to probe into the tutor and tutee dilemma inherent to regulation interviews, along with Clot (2014, 2000). The theoretical references come mainly from the field of adult training, for instance “accompanied professional learning” (Jorro et al, 2016) and the regulation of learning (Allal, 2007). Our results are manyfold: informative feedback is more used by the tutor than reflexive feedback or evaluation feedback. The tutees express their intentions to change their practices for improvement in varying proportions during both the regulation and the self-confrontation interviews. We could identify the mentoring feedback which best favours the student’s mental process of regulation practice. We also singled out the words used by the tutee, which are evidence of the regulation process at stake during the activity conception. We finally suggest a classification of the various activity regulations
Peycelon, Marine. "Devenir maître d'apprentissage : configurations et affordances pour construire sa pratique tutorale en entreprise". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2094/document.
Testo completoThis research focuses on workplace tutors in dual vocational tertiary courses, and how they begin in this role. In France some tutor’s training are offered but they are short-term (1 day) and few tutors participate. Institutional requirements remain vague with little mention mention of the workplace tutors. Therefore, it seems that a large part of tutors are learning this activity « on the job ». Our purpose is to understand how workplace tutors are learning their role, and in particular, how interactions and relationships they have with other actors (from the shool, the company, etc.) help them to build their practice of tutoring.This research is based on a one-year fieldwork and a corpus characterized by a multiplicity of data production modes (participating observations, audio and video recordings, interviews, document collection, etc.). It takes the form of three case studies whose aim is to understand how a tutorial configuration is set up (according to Elias, 1981) and how this configuration creates affordances (Billett 1995, 2011), i.e. learning opportunities for the novice workplace tutor, which he can take advantage of to build his practice.An analysis of the institutional requirements on tutoring and the role of the workplace tutor, leads us to show that he occupies a secondary place in speeches that are rather focused on the apprentice and addressed to them or to employers. In addition, this requirements are made at several levels (from law to school) and this constitutes a myriad (millefeuille) of requirements that remain vague and heterogeneous. Finally, it is a relatively fixed tutorial configuration, including only three actors (apprentice / MAP or employer / school-tutor or school) that is most of the time presented.The analysis of our cases is carried out by crossing two levels: the local level and the global level. On the one hand, it is a question of understanding the recurrent interactions and relationships that are established over time and, on the other hand, the way in which actors interact and coordinate themselves in local interactions and situations. This allows us to document how a tutorial configuration emerges and is implemented over time, but also how it is locally consolidated or disrupted. These analyses allow us to highlight that where we are used to thinking of a tutor-apprentice duo, there is in reality a network of actors with various profiles, objectives and characteristics that is created in order to support the apprentice. This tutorial configuration is dynamic and changes according to the context. It can be made up, in addition to the apprentice and his tutor, by actors in the workplace (hierarchy, colleagues, etc.), actors in the school (school-tutors, teachers) or actors in the family, friends, etc. Each actor in this configuration has its own purposes that contribute to orienting its implementation and evolution over time. Our analyses show that this evolution can be in favour of the tutor's appropriation of his role. The configuration is, in fact, agenerator of affordances for the novice workplace tutor, which he can take advantage of in order to develop his tutoring practice. These affordances can take various forms (direct support, inclusion in a tutoring collective, exchanges on tutoring practice, etc.). They are only actualized as resources because the novice tutor takes them over, making them relevant to his or her practice.In addition to documenting the training practices of tutors, this research aims to support the apprentices training center (Formasup ARL) in the engineering work of the training courses they are currently conducting
Yaïche, Alain. "Des élèves en situation d'échec électif en mathémathiques dans le contexte d'une ingénierie didactique collaborative au cycle 2 ? : pourquoi ? comment ?" Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0067.
Testo completoMany elementary school teachers are engaged, for teaching of mathematics at Cycle2, in an Collaborative type Engineerie named "ACE", whose design is inspired by the TACD, Theory of Joint Action in didactic. This thesis seeks to answer the question of why some pupils are considered as failing or struggling , while their teachers work in this engineering, ACE, designed precisely by researchers to promote pupil's success. The corpus of the data, constituted with reports of lessons observed in classrooms, by shared observations, conversations with teachers, or with pupils indicated as meeting difficulties, serves an clinical type analysis which focuses on the nature of the knowledge really learnt within the framework of the relation teaching / learning. This analysis highlights a certain number of phenomena that, when they occur, unbalance the relationship between the didactic contract and the environment, and are thus likely to induce educational inequalities and hinder the progression of learning. The presence of errors then appears as a strong indicator of the situation in which the pupil "failling", "held in check".By identifying the source of these errors, analyzing them and treating them, the teacher places the student at the origin of his action, and can intervene very quickly in order to relaunch the didactic contract.By thus ensuring the peculiar progress of each student on the path of knowledge, he optimizes the advance of didactic time, and also preserves the plural progress of all students in the class
Fournier, Annie-Claire. "De leur réalité à mon rêve, à propos de neuf thèses d'étudiants partis à l'étranger". Bordeaux 2, 1999. http://www.theses.fr/1999BOR2M130.
Testo completoHeshema, Gladys. "Situation sociale de développement et interactions entre jeunes en difficulté et formateurs : vers une approche de didactique socio-professionnelle". Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG043/document.
Testo completoWe conduct a longitudinal survey in a scheme for pre-training for trainers and youth with poor skills and thus in great difficulty of social and professional integration. We identify markers for young people’s learning and development of the verbal interactions and interviews. The results show the importance of socialization of young novice through his verbal interaction with the trainer who is expert with social situations. As discussed by Vygotsky, interaction is considered "Social Situation of Development" who aims to ensure that young people learn the situations through their reinterpretation by the trainer. This work leads to the transformation of young people’s cognitive and operational activities necessary for controlling situations and to the appropriate adoption of rules that govern the physical, social and cultural spaces, with people outside the usual social environment of young people
Braccini, Vivien. "Ingénieries de formation à visée autonomisante et émancipatrice : vers un modèle d'association apprenante : une recherche-action dans le réseau associatif des petits débrouillards". Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG040/document.
Testo completoThis dissertation deals with the training and support of personnel in a not-for-profit association involved in education. At stake is the stabilization of the quality of their activities in order to perpetuate both their projects and their on-going operation. The author postulates a necessary continuity between the culture of the association – marked by its approach to education – and its in-house training. This continuity has led to the adoption of an action-research approach. The recursive analysis of the activities have led to a transposition of Carré’s (2005) “learning” model and produced an ethical framework which guided the design of a multidisciplinary learning model for associations. This model includes a tool adapted from instructional design, aimed at learner empowerment (Poisson 2009). The epistemological and methodological reflection aims at shedding light on action research and links its conditions for success to the emergence of associations as learning organizations
Frison, Marli Dallagnol. "A produção de saberes docentes articulada à formação inicial de professores de Química : implicações teórico-práticas na escola de nível médio". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61253.
Testo completoThis study approaches a research-action process occurred in a Licensure program context. It was constituted by undergraduate trainee and licensed teachers from school and university organized in working groups that used their own docent practice as reference for analysis and reflection over their formative process. The aims were to investigate and analyze the docent knowledge and the learning over the professional formation built up during the elaboration and development of the teaching proposes called Situations of Study (SS). It was also aimed to understand what changes occur in teachers’ actions during the development of their working propose engaged to self reflexive processes. The research involved Chemistry undergraduate trainees and teachers who act for Basic Education schools, High School students and teacher trainers; one of them is the author of this paper. It is a qualitative research guided by the action research concepts. Such process occurred on eight moments crossed by moments of planning/experience/research/action/reflection and accomplished at self-reflective circles proposed by Carr and Kemmis (1988). Descriptive data were achieved by audio and video records made at meetings, interviews and trainees’ classes. The analysis was based on Moraes and Galiazzi (2007) arguments concerning textual and discursive analysis. The defended thesis is the socialization, the analysis and the reflection towards pedagogical practices oriented by teaching proposes called Situations of Study produced by undergraduate trainee Chemistry teachers in the Licensure program and developed during the space/time of a trainee program (Estágio de Docência) and followed by the academic research increase the formative potential, providing higher opportunities to (re)signification and production of knowledge for teachers. This process also provides the reflection and autonomous thinking for teachers enabled to take wiser decisions contributing to qualify the formation, the acting and the development of themselves and students as well. The supportive arguments of this thesis were elaborated based on theoretical authors such Carr and Kemmis (1988); Tardif (2002); Tardif, Lessard e Lahaye (1991); Gauthier (1998); Nóvoa (1992); Pérez-Gómez (1998); Zeichner (1992); Stenhouse (1991); Maldaner (2000) and Pimenta (1999), which support the importance of the teaching knowledge to the development of the pedagogic practice for teachers.
Bonasio, Rémi. "La pratique des devoirs en classe et en-dehors de la classe : de l'analyse de l'activité à la conception d'environnements de formation". Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20099/document.
Testo completoThe dual aim of this thesis is to analyze the individual and collective activity of teachers, parents, pupil support workers and children when dealing with school assignments and to envisage the conditions for the transformation of this practice. This study draws on the "course-of-action" research program and involved a) using video recordings and self-confrontation sessions to analyze the activity of the participants in two case studies pertaining to school assignment situations; one case study was conducted in the classroom and during extracurricular activities the other in the classroom and at home; b) designing a training environment for teachers, parents and support workers based on video artifacts which were created using data collected at the outset; c) implementing this training environment by confronting the participants with the video artifacts and analyzing their activity. The results we examined refer to the empirical and the technological aspects of the research. As far as the empirical aspect is concerned, the results show that despite the spatial and temporal separation of the situations, collective dimensions to the school assignment activity could be identified relating to the circulation of the children and the technical devices. The latter acted as “interfaces” making it possible to articulate the activity of the adults. This has enabled us to demonstrate: a) the existence of a culture shared by teachers, parents and pupil support workers which partially explains the durability of the practice of school assignments; b) cultural elements specific to each category of actors; c) certain asymmetries given that the teacher’s activity has a much greater influence on the collective action than the activity of the other adults; d) difficulties experienced by parents and pupil support workers when supervising the children’s work; e) a strong influence of the technical devices on the dynamics of the collective action. In light of these observations, we consider that the situations contributed very little to enhancing the children’s learning potential. The technological aspect involved identifying the training environment’s potential for helping the actors to appropriate the collective dimensions of their activity and to envisage other situations which would be more conducive to learning. To do this, their activity was analyzed during a confrontation with the episode of the video artifact referring to a temporal and spatial setting that, in practice, they did not usually have access to. The results highlight cognitive processes indicating that the participants had become more aware of the collective dimensions of the activity. At the same time, it emerged that the training environment had a limited potential for inciting these same actors to imagine new actions. These results, analyzed in relation to the specificities of the artifacts, the use made of them and the culture of the actors have opened up new perspectives for the transformation of the training environment
Georgie-Ghaly, Basma. "L'écrit universitaire professionnalisant en sciences de l’ingénieur dans le contexte libanais francophone : quels enjeux et quel dispositif de formation? : l’exemple du Projet de Fin d’Études (PFE)". Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH030.
Testo completoThe issue of language teaching / learning is acute in many parts of the world. It is in the Middle East region and more particularly in the Lebanese context. French is one of the two main languages of schooling in the country. Learning French at school continues to follow the methodologies for teaching French as a mother tongue or second language. This choice no longer corresponds to reality or prepares young Lebanese for the success of higher education andunivers especially academic writing (in francophone universities).The question of academic writing is increasingly raised where allophone students opt for a francophone university course. The mastery of the written word is at the top of the objectives of the school and the university. Teaching written production is often problematic. Few methods help students develop true discursive competence in the academic context.The situation of the students of the Université Antonine (UA) pushed us to deepen the methodological reflection on the problem of the university writing in the students in Master 2 ( sciences of the Engineer). At the end of their course, these students must write a long and standardized writing, the Projet de Fin d’Études (PFE). This writing allows them to communicate and showcase a scientific innovation in the field of telecommunication.Our first concern, being to find the most suitable methodology for our audience to carry out university activities, led us to question the Action Perspective in all its dimensions. What we call the Perspective Actionnelle Consolidée is therefore a logic that links language to action. The PAC is the pedagogical engineering that allows the didactic development of particular genres by building on the methodological notional set of skills, tasks and strategies.The particularity of our approach lies in the choice of its inscription as part of an Action-research. This type of research allowed us to both analyze the problem and propose a solution. The choice of the Perspective Actionnelle Consolidée gave meaning to the teaching of French in the eyes of students, but also mobilized their skills. The use of the notion of discourse genre has allowed us to identify the characteristics of this standardized academic genre, the PFE, and then to develop adapted activities using authentic media. The findings from the analysis of our choices will open up the possibility for a new curriculum of academic tasks to be formed
Caillaud, Johann. "Le standard pratiqué : une nouvelle voie de standardisation des processus métier ouverte par une recherche-action". Thesis, Paris 9, 2013. http://www.theses.fr/2013PA090040/document.
Testo completoBusiness processes undergo standardization. This standardization is achieved through domination, confrontation and incorporation, means that have their origins in methods like Taylorism, reengineering or the implementation of tools such as ERP systems. Prescription and standardization of business processes, however, create problems for organizations, at the strategic, functional and operating levels. Our research attempts to uncover on one hand novel ways of standardizing processes and on the other the conditions facilitating the emergence of these new ways.Convinced that change cannot be defined any more as the imposition of an a priori model or a promulgated standard, we investigate how work practices may contribute to the creation of standards, and result in “practiced” standards. To find solutions to the problems met with current ways of standardizing, we propose a model, which places practice at the heart of a spiral of creation of organizational knowledge. Through an action research project, we analyze the effects of the implementation of this model in two different settings, namely a public banking institute and a conglomerate of national press, requiring different conditions for change.Our findings, which differ considerably from one case to the other, highlight how the “practiced” standard emerges as a novel way of standardizing. First, we notice that the “practiced” standard feeds on the promulgated standard to anchor business processes in the whole organization. Second, the emergence and the development of the “practiced” standard bring to light specific processes that operate in the organization, namely a process of sensemaking, the support of a structure of power parallel to the official one, and a process of organizational innovation
Romano, Luciano. "Transférabilité des savoirs et des compétences dans la formation et la mobilité professionnelle des éducateurs spécialisés dans l’espace européen. Étude comparative entre l’Italie et la France". Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2027/document.
Testo completoThis research is incorporated within the wider framework of a thesis in Educational Studies which was co-tutored by the University of Nice in France and the University of Turin in Italy. We started by observing that the organisation of specialised education in Europe is far from being homogeneous. Consequently, Social Work Education in Italy is entrusted to Universities, yet not in France. Since French education was incorporated within the European Framework in 1989, the re-organisation of the educational content and its compliance with the rest of Europe has led to a deep reviewing of both the pedagogical model of reference and the conception of the profession itself. Moving from this comparative study, our thesis analyses the impact of this new model of transmission and recognition of knowledge on the professionalization of social workers in order to understand how the European framework acts through the two following postulates : the transferability of knowledge and the transferability of professional expertises. Starting from the specific field of specialised education, our study explores the double aspect of education – knowledge transferability – and professionalization – expertises transferability – in order to verify whether it is wise to talk about a common “European approach to social work”
Questa tesi in Scienze dell’Educazione ha visto la luce nell’ambito di una co-tutela tra l'Università di Nizza e l’Università di Torino. La premessa è che la professione dell’educatore in Europa è tutt’altro che omogenea. In Italia, sin dagli anni Novanta, la formazione degli educatori è affidata alle università e conserva una base disciplinare. In Francia, invece, essa é delegata alle scuole regionali ed é declinata in competenze. Inoltre, nel 2010 é stata attuata una profonda revisione del modello pedagogico in nome dell’adesione alle norme che regolano lo Spazio Europeo dell'Istruzione Superiore (SEIS). In questo quadro si colloca il nuovo modello di trasmissione e di riconoscimento dei saperi proposto dall’Europa, basato su due postulati : la trasferibilità delle conoscenze e delle competenze professionali. Partendo da un settore specifico come quello dell’educazione professionale, la ricerca si è proposta di esplorare il doppio aspetto della comparazione dei sistemi di formazione – trasferibilità delle conoscenze – e professionali – trasferibilità delle competenze – al fine di verificare se è possibile parlare di una "Europa dei mestieri del sociale"
Faye, Oumoul khairy Aby. "Les papillons de cité : trajectoires scolaires et parcours socioprofessionnels d'un groupe de jeunes sans qualification au sein des dispositifs d'insertion : une étude de cas à Strasbourg". Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG002.
Testo completoThis doctoral thesis deals with the socio-institutional trajectories of a group of youth with low-level qualifications or no qualifications at all, who benefit from a reinsertion policy measure designed to help them find job. The purpose of this research is to study how this target-group of youth – characterized by multiple forms of disqualifications – is getting the proposed support. First and foremost, it should be noted that those who have resorted to public assistance have been long wrongly considered a homogeneous social stratum, whereas indeed, there are several ways to deliver social support, depending on individuals, their different life experiences or even the specific phases they are go through by the time they ask for help. In line with this assertion, following the model of medical diagnosis, I undertook an“anamnesis” towards understanding, more or less, the etiological history of those male and female as well, finding themselves “ à posteriori” playing the institutionalized part of“pathological” trainees. From that point of view, I had to study different spaces that are namely : the family, the school and the institutional environment as well as their impacts on the socio-professional trajectories of the individuals concerned. In other words, the objective was to check to what extent, based on social supports received (nature, intensity, quality of resources ...), that youth may find the springs and dynamics allowing them to trace their own path.It is in this context that I integrated two associations active in social work towards facilitating the process of inserting young people having difficulties to enter the world of employment. Considered as communicational spaces, the “Mission Locale” and particularly “l’Atelier” were my privileged places of ethnographic observation, where I strived to single out the games of actors, power games, objectives and the multiple interactions entwined in these territories. A specific interest was put on personal experiences, perceptions, conflictual and /or cooperative interactions between social workers and beneficiaries. Jogging, basket (shoes), cap position (back / front) or street language, this field survey also allowed me to study the esthetics, postures and body expressions of young people by looking at the significance they take as individuals and / or collective action, particularly within social associations. In a broader prospect, I have tried to see how and to what extent the agents / actors of the social institutions take into account the specificities of this public and manage to create points of balance between the request of the beneficiaries and the institutional command, between imperatives as mediate and immediate structural constraints
Moineau, Christophe. "Didactique professionnelle du design : situations d’apprentissage, activités de conception et représentations : le cas de l’alternance". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3061/document.
Testo completoThe purpose of this exploratory work, grounded on an emerging professional pedagogy of design, is to understand the impact of work-linked training in design on the learning of the design activity by students. To that end, the knowledge involved is extracted, juxtaposed with the representations that the requirement offers, and then set against the representations that students build of design activity as a social object as well as those involved in learning activities. Therefore, the theoretical field which is used is multidisciplinary. It induces a dialectical methodologic framework based both on a curricular analysis, necessary to understand the observed teaching situations, and on an analysis of the students’ activities. The outcomes shed light on these (sometimes conflicting) representations of creative design activity and of the designer’s profession. Outcomes also show the alternating times and places of learning situations reveal to the students the specificity of both designing situation. Thus, the “organizing environments” of the real curriculum and untaught within the required one, modify and regulate the system of interactions and the development of the students’ design skills. Moreover, the exchange device induces a timeline and “enabling” working and learning environments. Finally, the production of knowledge, required by the curriculum through the “research thesis”, allows the “apprentices-designers-researchers” to develop forms of expertise that question the interactions between knowledge to act and meta-knowledge to design and seems to redefine the representation of the design skill
Lecoq, Pascal. "L'activité de Fil Rouge : mission ou métier ? : étude de cas dans un dispositif professionnalisant de l'industrie nucléaire". Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1120/document.
Testo completoA business in the field of energy implements professionalization devices lasting several months and involving all new hires regardless of their degree and whatever their future assignment. To accompany the device, there is the presence of a new type character. What are the functions of this character and what is the impact of its action on the professionalism of the trainees
Coulombe, Sandra. "Processus et stratégies d'apprentissage en situation de travail émergeant d'une communauté de pratique". Thèse, 2008. http://www.archipel.uqam.ca/1278/1/D1680.pdf.
Testo completoD'Ortun, Francine. "Facteurs d'ordres psychologique, pédagogique et environnemental de persévérance de femmes travailleuses en situation d'autoformation assistée". Thèse, 2005. http://hdl.handle.net/1866/17803.
Testo completoKisimba, Binwa. "Représentations des stagiaires africains francophones liées à leur expérience de stage en pays industrialisés : perspective de transfert des acquis de formation en situation de travail". Mémoire, 2006. http://www.archipel.uqam.ca/3491/1/M9537.pdf.
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