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Artykuły w czasopismach na temat "Inspecteurs de l'enseignement – France – 2000-"
Arnaudo, Cécile. "Pilotage et formation pour l'enseignement du fait religieux en Histoire". Journal of Quality in Education 4, nr 4 (5.05.2013): 8. http://dx.doi.org/10.37870/joqie.v4i4.68.
Pełny tekst źródłaCanals, Valérie, Claude Diebolt i Magali Jaoul. "Convergence et disparités régionales du poids de l'enseignement supérieur en France : 1964-2000". Revue d'Économie Régionale & Urbaine octobre, nr 4 (2003): 649. http://dx.doi.org/10.3917/reru.034.0649.
Pełny tekst źródłaKieffer, A., i Marie Duru-Bellat. "The Democratization of Education in France: Controversy over a Topical Question (Population, 1, 2000)". Population Vol. 56, HS2 (2.12.2001): 189–218. http://dx.doi.org/10.3917/popu.p2001.13n2.0218.
Pełny tekst źródłaValdman, Albert. "Jean Bernabé, La graphie créole. Martinique: Ibis Rouge Editions, 2001. Pp. 142. Pb. €15.00." Language in Society 32, nr 1 (24.12.2002): 134–38. http://dx.doi.org/10.1017/s0047404503291053.
Pełny tekst źródłaBoussada, Hallouma, i Jean-Marie De Ketele. "L'évaluation de la qualité de la formation et du système d'évaluation universitaire: le point de vue des diplômés". Avaliação: Revista da Avaliação da Educação Superior (Campinas) 13, nr 1 (marzec 2008): 39–61. http://dx.doi.org/10.1590/s1414-40772008000100003.
Pełny tekst źródłaRothen, José Carlos. "O ensino superior e a Nova Gestão Pública: aproximações do caso brasileiro com o francês (Higher education and the new public management: comparisons between the Brazilian and French cases)". Revista Eletrônica de Educação 13, nr 3 (2.09.2019): 970. http://dx.doi.org/10.14244/198271993549.
Pełny tekst źródła"Language teaching". Language Teaching 36, nr 3 (lipiec 2003): 190–202. http://dx.doi.org/10.1017/s0261444803211952.
Pełny tekst źródłaDejemeppe, Muriel, i Bruno Van der Linden. "Numéro 40 - avril 2006". Regards économiques, 12.10.2018. http://dx.doi.org/10.14428/regardseco.v1i0.15873.
Pełny tekst źródłaDejemeppe, Muriel, i Bruno Van der Linden. "Numéro 40 - avril 2006". Regards économiques, 12.10.2018. http://dx.doi.org/10.14428/regardseco2006.04.01.
Pełny tekst źródłaRozprawy doktorskie na temat "Inspecteurs de l'enseignement – France – 2000-"
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.
Pełny tekst źródłaThis 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
Verdière, Juliette. "Les pratiques d'évaluation du travail d'enseignement". Lille 1, 2001. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2001/50377-2001-17.pdf.
Pełny tekst źródłaFerrier, Jean. "Les inspecteurs des écoles primaires". Dijon, 1995. http://www.theses.fr/1995DIJOL020.
Pełny tekst źródłaFollowing an introduction which situates the creation (in 1835) and the organization of the primary school inspectorate in the historical background, the first part of this thesis is devoted to the study of the general framework in which inspectors have been working from the creation of this body to the present day. The first chapter provides an analysis of the development of their functions. After being mainly administrative, their activities started opening up to the pedagogical field between 1850 and 1875 and there was the addition of a third constituent in the early 1880 s - the training of schoolteachers. This chapter is also an opportunity to show part the inspectorate played in the long conflict that divided the primary and secondary orders on the control of the education of children aged 11 to 16. The second chapter deals with the recruitment and training of inspectors. It shows in particular how difficult it has always been for the ministry to appoint applicants with high level diplomas. Chapter three is an analysis of the conditions in which inspectors have to carry out their mission : their conditions of work, how they are appointed, what they receive. Finally chapter four deals with sociological characteristics of the body, on the basis of sections made for the years 1835, 1865, 1913, 1939, 1970 and 1994. The second part deals with the action of the inspectorate. Still covering the past and present times, it successively analyses the role of the inspectorate in the training of teachers (chapter V), the inspection that used to be the inspection of the school before becoming the inspection of individuals from the end of the XIIth century (chapter VI), and finally the management of the district and the role of the inspectorate in the department which has always been the area within which primary school inspectorate
Albanel, Xavier. "Le travail d'évaluation : l'inspection des professeurs de l'enseignement secondaire". Toulouse 2, 2007. http://www.theses.fr/2007TOU20078.
Pełny tekst źródłaThis thesis focuses on the assessment work carried out by regional inspectors among secondary school teachers. Every five years on average these teachers meet with their inspectors. The session begins with an observation of the teacher's work for a one-hour period and then proceeds with a private discussion. The final stage is the inspector's report which officializes the individual inspection and legitimizes the procedure. Yet what do we know exactly about this assessment activity consisting of observations, interviews and report writing ? Do inspectors have a pre-defined list of criteria helping them to check that professional practices are in accordance with instructions and to appreciate performances - or do they in situ devise a pragmatic system of analysis of the teacher's work ? As for teachers, how do they react to their being assessed ? How do they prepare themselves for the inspection ? How do they benefit from it? Our analysis of the inspecting process has been conducted through interviews both of inspectors and teachers, by observing real sessions of inspection and by analyzing nearly 500 reports. We shall first of all give an account of the formation of the professional group gathering inspectors and we shall then analyze inspectors' activities, emphasizing the observation of classroom activities, the way personal interviews are conducted and the writing of the inspector's report. Finally we shall consider the targets of the assessment process – namely teachers. We shall then argue that inspectors do not single-handedly control the inspecting process since teachers contribute to making it meaningful by integrating it in their professional activity
Starck, Sylvain. "Administrer et enseigner : quel travail à l'interface ? : inspecteurs et enseignants dans le premier degré". Lille 3, 2009. http://www.theses.fr/2009LIL30006.
Pełny tekst źródłaThe educational circle of many countries is currently the object of many transformations. In France, the primary education system, historically centralized and bureaucratic, is at the heart of important reforms. In this context, we wonder about the capacity of the national education inspectors (IEN) -who play an active role on the intermediate supervision of primary education- to work in an autonomous way. These are regarded as the guarantors of the institutionnal framework, made up of rules and norms which today are deeply examined and modified. Do the inspectors manage to display an autonomous activity while being in conformity the institutionnal expectations, even if these are sometimes contradictory ? Through the professional experience of the national education inspectors, we try to understand the links established, in the French primary school, between manage and teach. Methodology resort to interviews realized with IEN and teachers, but also to activity scripts created at distance. Our research allow us to understand the inspectors' professional activity through the three ways autonomy could, according by us, perform
Sénore, Dominique. "L'inspecteur, le maitre et les eleves du pacte a l'alliance : pour une construction identitaire et une ethique de l'acte d'inspection". Lyon 2, 1999. http://theses.univ-lyon2.fr/documents/lyon2/1999/dsenore.
Pełny tekst źródłaPiaser, Alain. "Représentations professionnelles à l'école : Particularités selon le statut : enseignant, inspecteur". Toulouse 2, 1999. http://www.theses.fr/1999TOU20119.
Pełny tekst źródłaEffroy, Jacques. "L'Inspecteur d'académie en résidence départementale : hier, aujourd'hui, demain". Paris 13, 1985. http://www.theses.fr/1985PA131009.
Pełny tekst źródłaCuculou, Sylvie. "La recherche de la performance dans le système éducatif français : un nouveau paradigme professionnel pour les enseignants du premier degré ?" Nantes, 2011. http://www.theses.fr/2011NANT3014.
Pełny tekst źródłaThe entry of education in the 21st century was accompanied by managerial theses turned towards the rationalization of the existing means and the optimization of human resources. In the same time, the French educational system prolonged and renewed the idea of equal opportunity by identifying it like a condition for the development of the economy of knowledge. However the great international surveys on evaluation of the outcomes of the pupils don’t give a real accountability in terms of investments made by the stakeholders and, first of them, the government. In this context, the performance is identified like a strategy for significant improvement of the results of the pupils at controlled public costs. This research questions the performance in its various dimensions of quality, effectiveness and efficiency characterizing the awaited objectives of the public service of education. For the primary schoolteachers, the strategic approach of performance is new. By a local survey carried out with primary schoolteachers of a district concerned with the application of the performance, it is a question of wondering whether this approach contributes to the equal opportunity. Research thus tries to identify in the arguments of the teachers emergence, rejection or support with the principles carried by the performance
Perez, Françoise. "Déterminants et enjeux sociétaux d'une réforme scolaire : le cas de la rénovation de l'enseignement agricole, 1984-2000". Toulouse 2, 2001. http://www.theses.fr/2001TOU20032.
Pełny tekst źródłaIn 1984 an act was passed to reform the organization and teaching practices used in the french agricultural education system with a view to reduce scholastic failure, social inheritance and anticipate evolutions in farming, a profession whose future is threatened. What is at stake in terms of the role and the operation of school in society (training and social integration) is a problem which goes beyond agricultural education. The success of the reform tends to be taken as a model in terms of teaching skills and education policy. Nevertheless, implementing the reform has encountered some difficulties (especially in the public education system). The national education system. Has this reform, which has been criticized by the majority of teachers'unions, been misunderstood by the teachers themselves ? Why is the reform working in agricultural education, in spite of the tensions encountered ? Analyzing this particular problem has revealed on a daily basis the fertility of great dialectical and historical tensions between trends of thought and action : principles concerning the development of the individual, his autonomy and uniqueness ; but also principles going back to the French Revolution. The reform has evolved in contradiction, compromise and in a quest for synthesis, and is now seen as not only a production of scholastic institutions, but also a process of inter-structuring between individual forces and the teaching system. This study corroborates the arguments of constructivist sociology, contributes in shedding light on the process of change that can be seen outside the agricultural education system, the national education system, in other institutions, the world of work and the family. The study also raises questions concerning the fundamental antinomy between singular and universal, autonomy and democracy and what is beneficial to the general public