Letteratura scientifica selezionata sul tema "Conseiller principal d'éducation"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Conseiller principal d'éducation".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Articoli di riviste sul tema "Conseiller principal d'éducation":
Condette, Sylvie. "État de la recherche sur le métier de conseiller principal d'éducation". Carrefours de l'éducation 35, n. 1 (2013): 105. http://dx.doi.org/10.3917/cdle.035.0105.
Pérez, Jean-Michel, Véronique Barthelemy e Laurent Husson. "Approche écologique des pratiques professionnelles du conseiller principal d'éducation : vers une inclusion à petits pas ?" La nouvelle revue de l'adaptation et de la scolarisation 65, n. 1 (2014): 81. http://dx.doi.org/10.3917/nras.065.0081.
Reupert, Andrea, e Jane Wilkinson. "“A whole new language and a new world”: Seconded Teachers’ Experiences in a Faculty of Education". Alberta Journal of Educational Research 57, n. 1 (25 maggio 2011): 28–42. http://dx.doi.org/10.55016/ojs/ajer.v57i1.55453.
Dupont, Pierrette. "Vers un nouveau modèle d'éducation à la carrière pour les écoles du Québec". L’Orientation scolaire et professionnelle 17, n. 4 (1988): 309–22. http://dx.doi.org/10.3406/binop.1988.1677.
Tesi sul tema "Conseiller principal d'éducation":
Hachemi, Sofia. "LE « DISPOSITIF CONCOURS » EN FRANCE : Le cas du concours de conseiller principal d'éducation". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1262.
This research focuses on the "concours device" and competitive recruitment practices in the French national education system. It is based on the case of the principal education councellor (CPE) competitive examination. I examine the way in which the competitive examination is conceived and experienced, through the analysis of interviews conducted with human resources managers at the Ministry of National Education, jury chairmen, jury members and student candidates for the competitive examination. The official prescriptions and different definitions of the competitive entrance examination proposed in the scientific literature reflect varied perceptions of public service, its aims and the role of the State in selection and recruitment. It articulates bureaucratic techniques for rationalizing recruitment practices, which produce effects of power, i.e., effects of standardisation and disciplinarisation of practices and bodies. In this sense, the competitive examination is not only an act of recruitment, but also an institution to be analysed as a device of knowledge-power.The research falls within the theoretical framework of institutional analysis, and has mobilised both a socio-clinical, and a socio-historical approach. The socio-clinical study was carried out with subjects involved in the "competition device". The socio-historical study is based on three corpuses of texts (jury reports, legal texts and the CPE professional journal). Certain concepts, such as the institution, the analyser, the order, the implications and the institutional interferences, have particularly supported this research work.Contemporary developments in the CPE competitive examination since the body was created in 1970 are the product of a set of political and social factors that need to be taken into account, on the one hand to understand how the competitive examination came to be imposed as a recruitment mechanism in the French national education system, and on the other to identify the effects, real or supposed, of the competitive examination on the construction of the CPE professional group
Confais, Aurélia. "Contours d'un métier traversé par un processus de féminisation : Les conseillers.ères Principaux.pales d'Éducation". Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR085.
This doctoral thesis is a sociological exploration of an occupation very little studied. It aims at examining the job of French CPE from many various angles and approaches, as well as qualitative and quantitative methods so as to better encompass the gendered dimension of this job. In its inception in 1970, this occupation used to be a male stronghold, but it has undergone a growing process of feminization since 72% of CPE today are women. Our analysis must account for the mechanisms underlying such a significant increase. The in-depth analysis of the selection committee’s recent reports sheds new light on the recruitment process of the future CPE and gives a clear picture of the ideal candidate and of what is expected from the institution. The analysis of socio-historical background and origin of the job will help trace back the evolution of the job’s required skills, with a particular focus on the forebear of the CPE (the ‘Surveillant Général’, a stern Dean of Discipline) and chart the evolution of the professional role from a former more authoritative nature to a more educational one. The job has over the years grown in scope and the CPE have been assigned a greater number of tasks and missions that they’ve been endowed with an image of all-purpose, multi-skilled employees. While authority has traditionally been seen as male, and care as more female, the fact that every CPE should have at their disposal such a wide range of skills, because they’re required by their work environment and because most of the time they’re the only ones in the school to tackle such tasks, it makes a purely gendered analysis much more difficult and invites a broader approach of the (de-)gendering of professional activities
Focquenoy, Christine. "L’ombre de Monsieur Viot... : du surveillant général au conseiller principal d’éducation, l’évolution d’une fonction éducative (1847-1970)". Thesis, Artois, 2015. http://www.theses.fr/2015ARTO0002.
The subject of the research is the supervisor general, who played the role of disciplinarian in French secondary schools in the 19th and 20th centuries. This eminent figure in school life stamped on the collective mind the image of the heartless, loathsome “surgé”, much feared by students. As the symbol of a despised school disciplinary regime, the “surge” crystallizes the broader criticism of Vallès’ “academic sweatshop”. The study identifies the invariant features of the supervisor general as portrayed in literature, film and iconography, and as epitomized by Daudet’s Monsieur Viot. The myth of the “surgé” was to outlive the disappearance of the function and its replacement in 1970 by the position of chief advisor for education (CPE). Oddly enough, for the National Education archives, the supervisor general remains an unknown soldier of the “Middle Kingdom.”The second part of the paper focuses on the historical profile of the supervisors general of the Académie (educational authority) of Lille from 1847 to 1970. Quantitative and qualitative analysis of 137 career files, stored in the national archives and those of northern France, sheds light on institutional expectations, and offers insights into the job, day to day, and the relationship with students. This prosopographical section is supported by interviews with former supervisors general and by analysis of extracts from the profession’s press. Finally, other sources (perceptions of the CPE, questionnaires completed by CPEs, course reports, competitive exam reports, testimonies etc.) are examined in order to establish whether the new title (CPE) has given rise to a new professionalism, and to determine to what degree the myth of the “surgé” has weakened this educator’s sense of his own professional identity, thereby detracting from an efficient division of educational work in junior high schools and high schools
Mikaïloff, Nathalie. "L'accompagnement individuel des élèves par le Conseiller Principal d'Education, entre éthique et responsabilité : étude compréhensive d'une posture en tension". Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3091.
Deans of studies (educational principal counselor : C.P.E. in French) play a key part in French high schools as they supervise and support pupils in their educational and learning training. They carry out their training supervision mostly with individual interviews of the pupils, this takes place in a professional context in which deans of studies suffer from misrepresentations about what their jobs consist in, misrepresentations often inherited from the history of their role in schools. By questioning the Deans’ position when sometimes confronted with contradictory expectations from the institution, this research aims at presenting a comprehensive approach about in trying to understand how deans can commit themselves in a personal supervising relationship with pupils while at the same time being responsible for organizing collective life in schools. It lies within the theoretical concept of accompaniment linked to the notions of ethics and responsibility. The method is inspired by the phenomenological principle and supported by research interviews to collect stories of professional lives, followed by an online survey for audit. The results reveal three kinds of professional positions for C.P.E. accompanying pupils at different moments during their training. The first position, one of a companion in a caring relationship, and the supervisor supporting the pupil in his training, are linked to one another. The guide acts so as to make a personalized action fall within the scope of a socializing frame. Indeed the supervising relationship gets improved to the seting up of collective workshops in the schools
Mobayed, Mouhannad. "La professionnalisation des CPE à l'IUFM et la mastérisation : entre qualification diplômante et construction de la professionnalité". Nantes, 2012. http://www.theses.fr/2012NANT3030.
N'seka, Langa. "Le jugement de la sanction au collège : le cas des conseillers principaux d'éducation". Paris 5, 2004. http://www.theses.fr/2004PA05H056.
Chevit, Bénédicte. "Le contrôle des élèves au collège : conditions, organisation et pratiques dans quatre établissements contrastés". Paris 8, 2003. http://www.theses.fr/2003PA082345.
This thesis deals with the control of scholars in lower secondary schools, that is the control of ordinary as well as deviant or disruptive scholars'behaviour. Understood as such, the control of scholars is considered as a component of the agents' work (agents being head masters, year heads, teachers, supervisors, education assistents). This research analyzes in which conditions this work takes place and to which organisation and practices it leads. It relies on a field research led in four lower secondary schools, the recruitment of which being an essential variable : popular, intermediary and priviledged recruitment. Based on the distinction between scholars' behaviour with the class and outside the class, this thesis shows in particular that each category of agents recognizes that their part of the work involves some part of control of scholars, while expecting from the other categories a precise work of control
Burdin, Claire. "Rôles et places des Conseillers Principaux d’Éducation (CPE) dans leurs entretiens avec les parents de collégiens. : une approche en didactique professionnelle". Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2017.
In a context where cooperation between school and families is advocated, we explore how specific the interactions between parents of middle school students and Principal Education Advisers (CPE) are. What roles and places do these professionals adopt in front of parents? Thanks to 95 interviews recorded by 10 CPEs, analysed in a collaborative research framework, identifying their functions is made possible: information towards the parent, reframing and monitoring the pupil. The thesis is focused on understanding the schemes of 5 CPEs during tense interviews with parents where their child's behavioral problems are addressed. We use a professional didactic approach (Pastré & al., 2006) and take up specifically Vinatier’s work (2009), which allows us to identify the tensions between objects of exchanges and management of interpersonal relationships. Our analysis allows us to conceptualize the facilitator’s posture of CPEs and to highlight the weight of the tensions between pragmatic, educational, relational and institutional issues that they must manage in these interactions. In the elucidation of the CPEs’ schemes (Vergnaud, 1996), a few principles held to be true seem to be shared in their verbal activity: the parent must have the school’s version to "take up" the incident with their child and support its decision. During the exchanges, the CPEs, as the institution’s representatives, take a high position (axis of the power in the interpersonal relationship according to Kerbrat-Orecchioni, 1992) to "convey" (some information, a proposal, the announcement of a sanction) while preserving the relationship with the parent. Some proposals for CPEs’ training emerge from this research
Clavier, Loïc. "Le fonctionnement du système évaluation et du système formation : étude et modélisation des pratiques d'évaluation dans le cadre des formations par alternance : le cas de la formation des personnels d'éducation en I.U.F.M". Tours, 2000. http://www.theses.fr/2000TOUR2018.
Favreau, Myriam. "CPE, un métier en tensions : quelles représentations professionnelles du métier chez les conseillers principaux d’éducation ?" Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20037/document.
CPE: a job under pressure? From a conceptual and methodological point of view, the study of the professional representations of this job among the Conseillers Principaux d’Education themselves is part of a discipline which contributes to the Sciences of Education: Social Psychology. This research allows us, in a descriptive approach aiming at understanding, to grasp this polymorphic job better and it provides food for thought about the scope of the professional representations as well as their links to the social representations, such links being made more complex in this professional field by the heterodoxy-orthodoxy ratio. This job is being questioned in its three dimensions: information, attitudes and field of representation, but being a CPE refers to a student-oriented action and to a positive attitude towards the job versus a half-hearted attitude towards the representation of professional self. Our structural approach allows us to confirm the existence, in this human-related job in co-construction within team-work (endogroup versus exogroup) of common representational elements: listening to students as well as advising them. The structure of this professional representation is then rooted in a dimension of the job which is at once reflexive and pragmatic and in which the CPE are regarded as teachers. Our socio-dynamic approach reveals differing stands which express negative trends concerning attitudes versus positive and mixed ones. Moreover, these diverse stands reveal trends of practice which underscore many oppositions: a representation of the practice referring to an idealized job under pressure (human relations versus administrative work); a representation of the practice referring to a job which is more or less related to instructions (commitment versus mixed feelings); a representation of the practice referring to a job under constraint (idealized versus non -idealized)
Libri sul tema "Conseiller principal d'éducation":
Delahaye, Jean-Paul. Conseiller principal d'éducation: De la vie scolaire à la politique éducative. Paris: Berger-Levrault, 2009.
Delahaye, Jean-Paul. Conseiller principal d'éducation: De la vie scolaire à la politique éducative. Paris: Berger-Levrault, 2009.
Tisserand, Marie. CONSEILLÈRE [PRINCIPALE] D'ÉDUCATION - Petits bonheurs et grosses colères d'un métier peu ordinaire. Paris: Editions L'Harmattan, 2000.
Tarin, René. Préparer et réussir le concours de conseiller principal d'éducation. Presses Universitaires de France - PUF, 2002.
Arsac, Lerbet-Sereni. Réussir les épreuves du concours de conseiller principal d'éducation: (externe, interne, spécifique et réservé). Ellipses Marketing, 1998.
Michel, François. Agenda de Bord 2021/2022 CPE - Conseiller Principal D'éducation: CAHIER de BORD du CPE Planificateur et Organisateur , Planificateur Annuel, Mensuel et Hebdomadaire AOÛT 2021 - JUILLET 2022 Carnet de Notes et CARNET d EBORD. Independently Published, 2021.
Gringolivier. Agenda de Bord 2021/2022 CPE - Conseillère Principale D'éducation: Carnet de Bord et Carnet de Notes A4 Pour Planifier et S'organiser. Independently Published, 2021.
Gringolivier. Agenda de Bord 2021/2022 CPE - Conseillère Principale D'éducation: Carnet de Bord et Carnet de Notes A4 Pour Planifier et S'organiser. Independently Published, 2021.
Bks, elite. Agenda de Bord 2021/2022 CPE - Conseillère Principale D'éducation: Organisateur de Cours Mensuel et Hebdomadaire de Juillet 2021 à Juin 2022 et 2023. Independently Published, 2021.