Rozprawy doktorskie na temat „Pédagogie spécialisée”
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Daclin, Gisèle, i Gérard Barret. "Processus cognitifs en pédagogie spécialisée : apprentissages au raisonnement diagnostique et éducatif". Lyon 2, 1990. http://www.theses.fr/1990LYO20039.
Pełny tekst źródłaThe purpose of this research is mainly to define the learning processes which may enable specialized educators to acquire a close analysis of the educative situations they come across with malajusted children or adults, so as to be capable of expert reasoning in educative diagnosis and designing adequate reactions. After studying the characteristics of the logic of the required thought process, we first observe the low efficiency of the usual methods of education. Then, starting from an analysis of the students' already acquired knowledge for the entrance examination, we put before a dozen subjects - forming an experimental group - some twenty simulated problem situations following a pedagoggical progression. We mark a reference table for the cognitive processes and performances appearing during each working session before making any comparisons between the results obtained in the experiment and those obtained with a sample group. The results were divergent : those of the experimental group proving significantly better. The lessons drawn from this pedagogical device lead first to its evaluation and then to various considerations on the institutional pedagogical methods resulting from this research (theoretical data and education methods) and the changes that took place in our educative practice. An investigation of the cognitive processes and possible philosophical trends in education and pedagogy completes the development of the implications of the experiment as well as a brief approach to our interventions in adult education with qualified educators. As a conclusion to the primary hypothesis which postulated the validity of problem situations discussed
Lescouarch, Laurent. "Spécificité des pratiques pédagogiques des enseignants chargés d'Aides Spécialisées à Dominante Pédagogique (ASDP) en Réseau d'Aides Spécialisées aux Elèves en Difficulté (RASED)". Rouen, 2006. http://www.theses.fr/2006ROUEL538.
Pełny tekst źródłaThe specialised elementary school teachers in charge of special help in the academic field (ASDP) - also called « E teachers » - that are involved in the French special education networks for children with learning difficulties (RASED) have a specific helping task geared towards groupings of pupils. This research work aims at describing their educational practices in order to identify their specificities. It is first based on an analysis of the content of official instructions, training programmes and texts recommending certain practices, and then on a survey undertaken in the Haute Normandie educational region through the observation of classes, through interviews on the conception of certain initiatives and through questionnaires on the working materials. The identification of five work profiles structured around three different areas (academic knowledge, working and thinking methods, relationship to school) compared with the actions towards children with learning difficulties carried out by re-educators or teachers that are not specialised enables to identify a specificity in the practices of special education teachers
Diallo, Seykhou. "De la pédagogie différenciée à l'externalisation de l'aide : quel sens et quel avenir pour les dispositifs d'accompagnement ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2015.
Pełny tekst źródłaContinued to advent to differences pedagogy is introduced in secondary school, in majority as an answer about heterogeneous classes.In parallel, support pedagogy developed out classes and created an external accompaniment. This way sends homework out classes in some structures. And pupils in difficulty are followed and helped to theirs homework’s, learnings, methodology, reviewing, and assistance about principal subjects. The external accompaniment takes place in a failed context and legitimated by equality and social justice. In the schools, different external ways take charge school difficulty which are organized in structures. Out of school, academic support is bought by private office as the same associations, social centre, PRE. The direction of the research is social institution and pedagogy. The theory is based about description of accompaniment practices in activities out of class.The methodology used qualitative and quantitative. And we used to meet with different school actors and observations about school organizations. Another static research with 1 638 students about help homework was organized. The logical of treatment is spad 7. The analyses are organized about the topic. The results show clearly: an external phenomenal, an ambiguous external with advantages and inconveniences; various points of view in sole college; orientation about democratic knowledge; the value of personal homework in college; activities in class and out of class.Outsourcing, the institution shows that assistance, accompaniment can’t take place in class for many reasons. This practice creates devices out classrooms for feeble students who cannot move in class. And externalisation is not a miracle solution at the democratic knowledge. But has externalisation created the deletion of differences pedagogy? Definitely externalisation of accompaniment practiced in schools confronted with real difficulties which limit success activities. Which conditions helps are useful to students out classroom?
Toutain, Julien. "ITARD, SEGUIN, BOURNEVILLE : Une étude de la sensation dans les pédagogies spécialisées auprès des enfants anormaux au XIXème siècle". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMR009.
Pełny tekst źródłaThe question of the senses, sensory awakening and sensoriality is very present in the day-to-day work with children with Pervasive Developmental Disorder. Neuroscience, psychoanalysis and cognitive-behavioural psychology all attach great importance, in their own way, to the question of sensation in children's development and in the functioning of their psychological processes. In their writings, Claude Wacjman and Jacques Hochmann note how eighteenth-century philosophy, and Condillac's in particular, helped to forge the first specialised educational methods, whose influence is still felt today. In France, three educationalists made their mark in the care of children with major developmental difficulties, known at the time as 'abnormal' children: Itard, Seguin and Bourneville. This thesis is therefore an opportunity to examine the place of sensoriality in special education by taking a historical approach and examining the work of these three pioneers in the light of this concept. An analysis of the various works left by these three authors, of Condillac's philosophy and that of his successors, will provide some clues as to how their pedagogy was structured in relation to this question of sensoriality. Two pedagogical models emerge which perceive the role of sensation in a different way: the first makes sensation the essential condition for the child's proper development, while the second proposes a global model, including sensoriality in a set of interconnected elements. These different models meant that those involved in special education in the 19th century had to make choices, focus their attention on specific aspects of children's development and create tools to improve the care they received. These different elements, like a loop, then echo current practices in the field of support for children with various developmental disorders
Natanson, Madeleine. "Réparation symbolique et alliance pédagogique". Paris 10, 1987. http://www.theses.fr/1987PA100079.
Pełny tekst źródłaThe first part of this work lies on the confluence of therapy and pedagogy, studying two clinic cases of Down's syndrome children. These two cases, developed from the double point of view of pedagogy and psychotherapy, introduce a theoretical reflexion about the genesis of thinking, the drives and their objects, and the role of "symbolic reparation" as described by Melanie KLEIN. The interactive processes of transference and alliance are examined from both therapeutic and educational point of view. The very concept of affiance is proposed as a modality for the connections between pedagogy and psycho-analysis, and historically studied through Sigmund FREUD’s works, and texts published in the "Zeitschrift für psychoanalytische Pädagogik" between 1927 and 1938. Hitherto unpublished texts by Hans ZULLIGER and Steff BORNSTEIN are also proposed as operating models for both psychoanalysts and pedagogues. The conclusion chapter, still leaning on clinic experience and practice of teachers and social workers training, proposes a research, through the concept of the alliance, to fertilize the field of pedagogy with psycho-analysis
Cobo, Dorado Karina. "Les processus d’enseignement-apprentissage de la clarinette dans le cadre spécialisé en France : vers une pédagogie de groupe ?" Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040247.
Pełny tekst źródłaThe purpose of this research is to better understand the impact of teaching/learning clarinet-playing in small groups in the perspective of individual progress situations validated by the history of instrument pedagogy in French “conservatoires”. It would seem however that group work would better serve the development of learning modes as it expands the learning processes involved in the traditional one-to-one approach. Group work would change the learner’s position as he/she acquires the various (technical, cognitive, esthetic, expressive, declarative, etc.), skills involved in playing a musical instrument. In a context in which the asymmetrical teacher/student relationship often sets the teacher as the sole expert, the group appears as a pedagogical means to establish some balance and better define each person’s role. An array of activities requiring all forms of interaction will encourage collaboration and develop an aptitude to resolve socio-cognitive conflicts, the group thus becomes the place where musical skills are mutually acquired and structured. This analysis is based on authentic teaching of musical instruments and is supported by the analysis of socio-constructivist work carried out in schools. This study therefore combines both the theoretical field of research and the practical experience of teaching, which is fundamental when dealing with the evolution of both pedagogy and the teaching of musical instruments
Bilodeau, Karina. "Pratiques pédagogiques et développement de savoirs signifiants en formation à l'exercice d'un métier semi-spécialisé". Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28004.
Pełny tekst źródłaDusseaux, Sandrine. "Instrument pédagogique langagier et public à besoin éducatif particulier : éléments pour la formation des enseignants spécialisés". Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0945/document.
Pełny tekst źródłaSummaryLANGUAGE AND PUBLIC EDUCATIONAL INSTRUMENT A PARTICULAR EDUCATIONAL NEEDElements for the training of specialized teachersThis doctoral research aims to question the way in which Option D specialized teachers - responsible for teaching and for the pedagogical support to students with significant cognitive impairment and / or pervasive developmental disorders - teach oral language. Some teachers do not know how do deal with the language development of their students and regret the lack of existing tools. However, oral language is a priority for the school institution because it guarantees good school and a good social integration. It is, therefore, important to think about an oral didactics. It is a collaborative work, included in the framework of professional didactics, supposing the constitution of a collective of voluntary teachers who agree to analyze their work with the researcher. Four teachers and twenty-six of their students participate in our research. Self-confrontation group interviews will give teachers a collective reflection on their own work and on the work of their peers. This analysis of the activity will lead to a professional introspection highlighting the lived experience that is not conscious. Thus, each teacher will be able to explain to the collective the purpose of the activity. The artifact used by the four teachers is the album Echo, an ephemeral tool based on photographs of the students in activity. These photographs echo them because each student has experienced the situation. With the support of the adult, the student will develop the vocabulary, the syntax, the pronunciation, but also the discursive aspects of language or, for some students with pervasive developmental disorders, will trigger the desire to speak. What processes are being used to move from artifact to instrument to support the language development of students with special needs? What characteristics of these interactions should be used for the training of specialized teachers?Key words: professional didactics, oral language, cognitive disorders, pervasive developmental disorders, Echo album
Ben, Tourkia Slim. "L'enseignement de mal voyants en France et en Tunisie : de la défiance visuelle au déficit pédagogique : le cas de l'enseignement des mathématiques à l'école". Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080009.
Pełny tekst źródłaTeaching the BVI (Blind and Visually Impaired) is the foundation of their learning and integration in both school and society, and is based on policies implemented in various countries. In France and in other countries, integration policies, in an open and specialized setting, are formed for the BVI. Field studies in France and in Tunisia show that with specific media and materials, the BVI were able to learn Math, thus concretizing these integration policies
Miller-Olla, Yolande. "Malaises des instituteurs spécialisés en institution : une approche clinique des processus d'épuisement et de mise à distance". Paris 5, 2000. http://www.theses.fr/2000PA05H044.
Pełny tekst źródłaBruliard, Luc. "Transformation du système scolaire et innovation de la pédagogie Freinet : l'exemple de la Commission enseignement spécialisé de l'Institut coopératif de l'école moderne (1945-1993)". Bordeaux 2, 2002. http://www.theses.fr/2002BOR20901.
Pełny tekst źródłaThis research aims at studying the publications from a french group of teachers belonging to the ICEM Freinet teaching methods, they met under the name of the "Commission enseignement spécialisé de l'ICEM". The study of the publications enables us to grasp the way specialized training in France is understood. These teachers are trying to cope with the structural and teaching changes in specialized training. The members of the commission belong to the Freinet approach. They actively take part in the changing teaching methods by introducing clinical psychology, psychoanalysis and sociology. This commission is part and parcel of this transformation. All these new data given by the publications dialing with specialized training (articles in specialized magazines) contribue to knowing the teachers involved in the transformation of the system of education. Actually the vole of the commission regarding the transformation of the system of education is not important whereas as far as teaching is concerned new trends have been observed
Ben, Tourkia Slim. "L'enseignement de mal voyants en France et en Tunisie : de la défiance visuelle au déficit pédagogique : le cas de l'enseignement des mathématiques à l'école". Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080009.
Pełny tekst źródłaTeaching the BVI (Blind and Visually Impaired) is the foundation of their learning and integration in both school and society, and is based on policies implemented in various countries. In France and in other countries, integration policies, in an open and specialized setting, are formed for the BVI. Field studies in France and in Tunisia show that with specific media and materials, the BVI were able to learn Math, thus concretizing these integration policies
Canat, Sylvie. "Etre et/ou connaître : pour une compréhension d'un rapport-limite à la connaissance". Montpellier 3, 2003. http://www.theses.fr/2003MON30008.
Pełny tekst źródłaSome educational failures observed in schools for children with disabilities, show a dysfunctioning linked to a " chaotic " subjective structure (close to borderline subjects) that is organized around Freud's originary repression. Faced with this chaotic structure, teaching finds itself in a quandary, for it has to link institutions, expertise and knowledge based on the secondary repression. Methods, syllabi and classes taken as a collective unit need to be re-articulated when the pupil-specialised teacher relationship has reached deadlock. An institutional specialized teaching method needs to be developed. Its main principle would rest on the analysis and acknowledgement of:- the different forms of repetition that lead to deep-seated school under-achievements; - the effects of countertransference present in the relationship between pupil and teacher;- the class in order to build therapeutic and teaching spaces that are in favour of the re-experimentation of the " outside " and especially the chaotic and troubled " inside " that generates school failure
Corbion, Sylviane. "Éducation tout au long de la vie et logiques sociales de formation professionnelle : le cas des enseignants spécialisés du premier degré en charge de l’aide pédagogique aux élèves en grande difficulté scolaire". Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080124.
Pełny tekst źródłaAs a prominent indicator of the French school system's structural problems, France’s public authorities' willingness to take action in order to reduce inequalities in schools and to include all school-going groups finds itself up against school management policies and concrete organizational difficulties. This situation raises the issues of what training and practices teachers have when they are confronted with students' heterogeneity and the multiple contexts in which they practice their profession. This research paper aims to contribute to the study of primary school teachers, especially those in charge of specialized help for students in great difficulty, by shedding light on the social influences involved in professional trajectories and the logic behind training in lifelong learning. It is based on the lessons learned from an observation survey (direct, participatory and peripheral), a follow-up of two groups of teachers in training who were the subjects of a case study and nearly two hundred interviews. Its methodology is original for sociology because it integrates a collection of twenty-five professional real-life stories of specialized teachers. Its data was cross-referenced on content analysis scales using studies and statistics, training programs, reports and official texts. In order to identify its specificity, it seeks to characterize the problems encountered by teachers who will reposition themselves according to their students’ needs (pedagogical, educational, social support). Thus a certain logic of action and training emerges that will exert an influence on the biographical trajectory of the individuals involved
Laborde, Barbara. "Du cinéma comme un art à l'école. Paradigmes et enjeux de l'enseignement obligatoire et de spécialité "Cinéma et audiovisuel" en série L". Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030025.
Pełny tekst źródłaClasses in the artistic field of "film and media studies", which emerged in the 1980’s in French high schools for students specializing in humanities, is the result of a political decision. In the first part of my thesis, I elaborate on this question through the analysis of political discourse. Recurring paradigms and their historical and theoretical expression, used as a starting point for my research, comprise the main issue of this section, which aims at organizing the different ways in which "film" and "media studies" are defined and considered from on high. However, this research cannot be considered complete without a bottom up perspective. Therefore I adopt, in the second section, sociological strategies in order to study the ways in which teachers and students appropriate, impart and transform these paradigms in the classroom. The third part of my thesis deals precisely with the formal programs and film analysis. Using examples taken from analyses, student’s papers, and pedagogical documents published by the French national education institution, I endeavor to elucidate the theoretical paradigms at work for the exercise of analyzing films. Lastly, I examine the "practices" advocated by the teaching of these subjects, the students audiovisual productions, the ways in which they are carried out and the implicit pedagogical, political, or even economical issues they cover. In my conclusion I endeavor to make concrete suggestions for the problems raised throughout my research, since, above all other things, I would like my thesis to be used as a tool for epistemological, socio-political, theoretical, institutional and pedagogical reflection; in short, a tool essentially pluridisciplinary
Toullec-Théry, Marie. "Aider les élèves " peu performants " en mathématiques à l'école primaire : quelles actions des professeurs ? : étude in situ de professeurs des écoles de classes " ordinaires " et de maîtres spécialisés à dominante pédagogique". Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00199152/fr/.
Pełny tekst źródłaThe aim of this thesis is to better understand the action, in mathematics, of elementary school teachers for pupils showing learning difficulties. These teachers work in two areas, some in an ordinary form, the others, are working in a specialized team that deals with less ability pupils. These teachers, labelled E, in France (centered on pedagogy) set up small groups occasionnaly for less performing kids only. The achived methodology tries to meet the questions and needs put for ward by this investigation. It widely uses an empirical material based on the transcript of lessons and interviews with six teachers (3 in an ordinary class, 3 in a specialized team). The comparative approach is also taken into account in this thesis. We analyse and compare the empirical material following different levels and taken concepts from the didactics of mathematics. We thus use a strategy of confrontation between theoretical models and in situ action. That methodology is at first qualitative, but it finds its originality by mixing quantitative analysis (via a questionnaire-scenario answered by 41 ordinary school teachers and 47 specialized teachers) which enables us to have an increase in generality
Toullec-Thery, Marie. "Aider les élèves " peu performants " en mathématiques à l'école primaire : quelles actions des professeurs ? : étude in situ de professeurs des écoles de classes " ordinaires " et de maîtres spécialisés à dominante pédagogique". Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00199152.
Pełny tekst źródłaGautherin, Jacqueline. "La formation d'une discipline universitaire : la science de l'éducation, 1880-1914 : essai d'histoire sociale". Paris 5, 1991. http://www.theses.fr/1991PA05H009.
Pełny tekst źródłaThe science of education was institutionalized in five faculties of arts in 1883 and 1884 (by Jules Ferry and the "directeurs des enseignements"), then in almost all the French universities to train masters and teachers. In a prospect of constructivist sociology we studied this discipline in the making : this foundation was achieved by individuals engaged in numerous social networks in which policy of education as well as conceptions of instruction and education were elaborated. These actors contrived the administrative apparatus allowing the constitution and stabilization of a science which had no theoretical consistence and did not answer a social demand for the professionalization of teaching or for some knowledge useful to school. This edification becomes clearer if we take seriously the meaning these individuals gave to their activity, there logics of action and their working situations. The science of education chiefly aimed at building the "key-stone" of a "morale laique", at justifying a social order and at educating the citizen-to-be. This political project for socialization, the constraints inherent to a new discipline, the choice of the faculties of arts and of the professors of philosophy, all that led to define the science of education in the very general forms of a philosophical psychology, of a moral and political philosophy or of a holistic sociology, and to place it within the civic field of the republic
Rézeau, Joseph. "Médiatisation et médiation pédagogique dans un environnement multimédia : Le cas de l'apprentissage de l'anglais en Histoire de l'Art à l'université". Phd thesis, Université Victor Segalen - Bordeaux II, 2001. http://tel.archives-ouvertes.fr/tel-00007305.
Pełny tekst źródłaGoralczyk-Cenni, Frédérique. "Apports de l'approche clinique et des incursions théoriques dans l'analyse des pratiques professionnelles visant l'émancipation du sujet : l'exemple d'une recherche action auprès d'éducateurs spécialisés en formation". Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0486/document.
Pełny tekst źródłaSpecialized education has to face the difficulty linked to the articulation of contradictory forms of logics. This complexity as well as the uneasiness related to the subjective implication inherent to the profession of educator cause suffering, which leads to an attitude of omnipotence. The emancipating dimension of the educating relationship is neutralized because of phenomens of stigmatisation and alienation. Those difficulties can be distinguished through the devices of analysis of practices, by solving issues, going beyond the obstacles to the process of problematization and beyond the complexity related to the articulation between theory and practice. Adressing those issues aims at exploring the impact of the use of theoretical incursions and of the PAC (problematization through the coordination of contradictory notions) with the help of the APP device, which will be used by the participant in order to adopt a clinical attitude. This work is accomplished within a theoretical framework articulating the evaluating, problematizing and emancipating parts. The clinical method aims at making them intelligible. The analysis of interviews strengthens our hypothesis: using the theoretical incursions and the PAC method is positive in order to problematize and emancipate the patients, as well in terms of professional as personal development. A ripple effect has been observed. The results show how important is the process of identification to the attitude of the clinician, representing thus a way to stage the articulation of contradictory notions as well as the personification of knowledge, and a reorganization of our relationship to knowledge
Geitner, Vincent. "Les professeurs et l'enseignement de l'Histoire : un consensus impossible, des marges de manoeuvre aléatoires (de la Libération à nos jours)". Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20140/document.
Pełny tekst źródłaThe period is marked by reform projects which have important consequences on the teaching of History. However, history teachers, few in the working population, remain relatively divided as well on the trade-union strategy, as on the teaching or historiographical issues raised by the reforms. Teachers, indeed, are attached to particular trade-union cultures, privileging different goals. However, this trade union rift can be filled by the action of trade unionists, anxious to search allies in order to break the isolation of their organization. Consequently, teacher representatives thus have often only leeway limited, but real, to be opposed to the reforms which they fear
Wanina, David Odhiambo. "Stratégie d’aide à la production orale : cas d’étayage dans l’enseignement du français du tourisme et de l’hôtellerie en milieu universitaire kenyan". Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL034.pdf.
Pełny tekst źródłaThis study is in the field of language teaching. It focuses on the use of Scaffolding in the teaching of oral skills in French for Specific Purposes (FSP) class at university level in Kenya. Our interest was focused on the use of this concept in the teaching of French for tourism and hospitality. So, we asked ourselves the following questions : 1) do FSP teachers implement Scaffolding practices in the class ? 2) If so, what forms of Scaffolding do they use in FSP class ? 3) What are the functions of scaffolding that are used in classroom by these teachers ? 4) Are the Scaffolding practices observed in the class in accordance with those declared by the teachers ? Our study was guided by the following objectives : 1) to determine whether or not teachers of FSP are implementing Scaffolding practices in class ; 2) to identify the forms of scaffolding used in FSP class in Kenya ; 3) to determine the functions Scaffolding used by teachers in the FSP class ; and lastly, 4) to compare the Scaffolding practices observed in class with those declared by teachers. This study was based on Interaction Hypothesis as proposed by Michael Long (1983). The population of this study included university lecturers and students of French for tourism and hospitality from 10 public universities in Kenya. A non-proportional stratified sampling method was to obtain the study sample. Class observation and questionnaire techniques were used to collect data. In order to transcribe the video recordings of the class sessions we used ICOR Convention. The data collected using the questionnaire was analyzed by the use content analysis and the results presented in terms of percentages and frequencies
Carnet, Anaïs. "L’utilisation de séries télévisées pour l’enseignement/apprentissage de la communication pour la consultation médicale". Thesis, Université de Lorraine, 2020. http://www.theses.fr/2020LORR0188.
Pełny tekst źródłaThe objective of this research in English for Specific Purposes is to measure the impact of the use of television series on the teaching/learning of communication for medical consultation. It is largely rooted in the field of teaching and learning as existing theories and methodologies are studied with the aim of creating an innovative programme to teach medical students how to communicate during a consultation. This research is innovative as it compares the effectiveness of three types of documents: pedagogical documents, a medical television series and a mix of medical and non-medical television series. The first part of this thesis, which introduces medical English as a sub-genre of English for Specific Purposes, offers a reflection on the language of medical consultation, as well as its cultural aspect, by deconstructing its dynamics. The second part constitutes the methodological framework, in which the different construction phases of the new programme are introduced, and the scientific protocols are outlined. The third part is dedicated to the analyses and discussion of the data obtained during the research, in order to shed light on how the television series tool influences the students' ability to communicate with a foreign patient during a medical consultation. The results show that even if the use of television series is statistically less effective than educational documents in memorizing, using and perpetuating communicational knowledge, their use leads to changes in the representation of the professional posture on the cognitive level
Cardon-Quint, Clémence. "Lettres pures et lettres impures ? : les professeurs de français dans le tumulte des réformes : histoire d'un corps illégitime (1946-1981)". Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00575863.
Pełny tekst źródłaBordo, Widiane. "Le dispositif intégré DNL en français/cours de FOS et de FOU dans les FUF bi-plurilingues pour la réussite des étudiants allophones". Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0015/document.
Pełny tekst źródłaThe economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities
Morin, Johanne. "Les représentations des étudiants sur les interventions pédagogiques dans un programme des techniques d'éducation spécialisée". Mémoire, 2012. http://www.archipel.uqam.ca/4935/1/M12575.pdf.
Pełny tekst źródłaCaron-Piché, Joanne. "Étude des pratiques différenciées d’une enseignante au primaire au Québec œuvrant dans une classe spécialisée dédiée aux élèves ayant une déficience langagière". Thèse, 2017. http://hdl.handle.net/1866/21334.
Pełny tekst źródłaLussier, Ariane. "Étude du lien entre la collaboration enseignant-technicien en éducation spécialisée et l'adaptation sociale en classe des élèves ayant un trouble du comportement". Thèse, 2015. http://hdl.handle.net/1866/13676.
Pełny tekst źródłaIn specialized classrooms for students showing behavioural disorders, the teacher and the paraeducator are encouraged to work together in collaboration so they can support the social and scholar adaptation of the students with whom they strive everyday. However, despite the numerous advantages of working together for the success of the student, the interprofessional collaboration comprise a lot of challenges which, if they are not took up professionally, can affect the students. The goal of the research is to verify if there’s a link between the quality of the collaboration of those professionals and the social adaptation in specialized classroom of the students with behavioural disorders. A methodology based on a correlational approach has been used. Teachers responsible of this type of classes completed a questionnaire to evaluate the social adaptation of their students while paraeducators filled one to qualify the collaboration established in their educational duo. In total, 71 of these duos coming from 9 schools of the greater Montreal have participated to this study. Although the quality of the collaboration varies in a significant way depending on the professional duos, the results do not show any relation with the quality of the social adaptation of the students with whom they intervened. Therefore, according to this research, there is not significant link between the social adaptation of the student in class and the collaboration of the teacher and the paraeducator. Those results, opposite to our starting hypothesis, are discussed in the light of the scientific literature on this subject. The strength, the limits and the considerations for further research are also discussed.