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Artykuły w czasopismach na temat "Interaction enseignant-Étudiant en cours"
Bujold, Neree, i Henri Saint-Pierre. "Style d'intervention pédagogique, relations affectives enseignants-étudiants et engagement par rapport à la matière". Canadian Journal of Higher Education 26, nr 1 (30.04.1996): 75–107. http://dx.doi.org/10.47678/cjhe.v26i1.183233.
Pełny tekst źródłaTAMANI, Soumia, Mohammed TALBI i Mohamed RADID. "Les pratiques de l'évaluation des apprentissages dans l'enseignement supérieur". Journal of Quality in Education 4, nr 5 (5.05.2014): 16. http://dx.doi.org/10.37870/joqie.v4i5.51.
Pełny tekst źródłaHeringer, Rebeca, i Nathalie Piquemal. "Teaching Without the Face: The Influence of Online Teaching on Professors’ Sense of Relational Responsibility". Alberta Journal of Educational Research 68, nr 2 (21.06.2022): 281–96. http://dx.doi.org/10.55016/ojs/ajer.v68i2.71813.
Pełny tekst źródłaSchogt, Henri. "Lausanne-Genève-Lausanne". Cahiers du Centre de Linguistique et des Sciences du Langage, nr 11 (9.04.2022): 303–15. http://dx.doi.org/10.26034/la.cdclsl.1998.1855.
Pełny tekst źródłaCanals, Laia, Gisela Granena, Yucel Yilmaz i Aleksandra Malicka. "Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting An Exploratory Study". TESL Canada Journal 37, nr 2 (2.12.2020): 181–209. http://dx.doi.org/10.18806/tesl.v37i2.1336.
Pełny tekst źródłaTremblay, Stéphanie, i Frédéric Dejean. "Religion, convictions et réflexivité en enseignement de la philosophie". Zeitschrift für Religionskunde, nr 11/2023 (15.05.2023): 113–24. http://dx.doi.org/10.26034/fr.zfrk.2023.3638.
Pełny tekst źródłaMoussi, Dalila. "La posture de d�centration de l�enseignant au cours des interactions langagi�res". Recherches en didactiques N�21, nr 1 (2016): 57. http://dx.doi.org/10.3917/rdid.021.0057.
Pełny tekst źródłaRennie, Clency, i Jorge Frozzini. "Internationalisation des études en région au Québec : défis et promesses au coeur des interactions à l’UQAR". Alterstice 9, nr 2 (14.10.2021): 63–76. http://dx.doi.org/10.7202/1082529ar.
Pełny tekst źródłaGuedat-Bittighoffer, Delphine, i Jean-Marc Dewaele. "Fluctuations des émotions éprouvées par des apprenants débutants dans cinq cours de Français Langue Etrangère". Language, Interaction and Acquisition 14, nr 2 (31.12.2023): 280–306. http://dx.doi.org/10.1075/lia.22025.gue.
Pełny tekst źródłavom Bruck, Gabriele, i Pauline Baggio. "Le nom comme signe corporel L’exemple des femmes de la noblesse yéménite". Annales. Histoire, Sciences Sociales 56, nr 2 (kwiecień 2001): 283–311. http://dx.doi.org/10.1017/s0395264900032650.
Pełny tekst źródłaRozprawy doktorskie na temat "Interaction enseignant-Étudiant en cours"
Achieng, Stella Anne. "Pour une analyse des énoncés : représentations et points de vue des enseignant·e·s envers leurs étudiant·e·s (etranger·e·s) dans le supérieur". Electronic Thesis or Diss., Université de Lorraine, 2023. http://www.theses.fr/2023LORR0090.
Pełny tekst źródłaThis dissertation explores the question of social representations in the context of foreign language teaching in a university setting. Specifically, it examines teacher-student interactions in the classroom and focuses on how teachers' representations of their students affect their behaviour. The research involved participants from French and Language Departments, selected for their multilingual and multicultural nature, providing foreign students with a meaningful learning environment that fosters intercultural encounters and dynamic mediation. The study used qualitative and descriptive research methods, including interviews, focus groups and observation. Content analysis was used to examine and analyse teachers' utterances and their views towards their students. Modalisation was used as a basis for analysis to identify teachers' viewpoints and attitudes towards what they said. The results of the study showed that teachers' representations of foreign students were mainly influenced by inadequate cultural knowledge, followed by their own stereotypes, which subsequently influenced their behaviour in their interactions with the students. Furthermore, the research showed that teachers' classroom behaviour did not necessarily improve with experience or age, especially when faced with unfamiliar situations. On the other hand, teachers who have acquired intercultural competence are better able to deal with the diversity issues of their students. Overall, this study highlights the importance of promoting intercultural understanding and awareness in the classroom through intercultural competence training. The research emphasises the need for further efforts to improve teachers' cultural knowledge and to develop their awareness of the impact of their representations on their students. This study provides valuable insights into the potential benefits of fostering intercultural dynamics and mediation, which can contribute to the recognition and valorisation of students as members of the university community
Azéma, Guillaume. "L'improvisation selon les enseignants entrant dans le métier : une approche en anthropologie cognitive". Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30039/document.
Pełny tekst źródłaThe research focuses on improvisation by young teachers. It conducts a description and an understanding of this specific activity based on a cognitive anthropology which is centered on the phenomenology of the agents' experience (Theureau, 2006, 2009). We hold the theory that improvisation, particularly impacted by the complex ‘novelty-surprise-uncertainty', is a key moment in the dynamics of the interaction between the agent and their environment – including social environment – and, as such, is a major step in both personal development and professional development
Zlakomanova, Ludmila. "Agir enseignant et « naturel » didactique en situation hétéroglotte : études d'interactions verbales en classe de FLE dans les universités russes : le cas des cours de deuxième et troisième années de l’université pédagogique de Vologda". Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20030/document.
Pełny tekst źródłaOur research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia
Części książek na temat "Interaction enseignant-Étudiant en cours"
DOUANLA, Adèle. "Enseigner en période de confinement". W Les écoles africaines à l’ère du COVID-19, 291–306. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7936.
Pełny tekst źródłaBéré, Anatole. "Réflexions sur la question de l’évaluation d’une copie de dissertation littéraire à l’examen du baccalauréat en Côte d’Ivoire". W Aux carrefours de la langue, de la littérature, de la didactique et de la société : la recherche francophone en action, 21–39. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.agbef.2021.01.0021.
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