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Moncorps, Florence. "Pratiques réflexives des personnes vivant avec une maladie chronique : étude compréhensive mobilisant une méthodologie mixte". Electronic Thesis or Diss., Paris 10, 2023. http://www.theses.fr/2023PA100140.
Pełny tekst źródłaThis Phd thesis focuses on the circumstances and processes involved in the elaboration of experiential knowledge by people living with chronic illness. It specifically concerns informal situations in which this knowledge is developed, which are more relevant in terms of analyzing the power to act of the people concerned.This contribution seeks to identify the reflexive practices of these people and to understand how their environment and individual dispositions influence them. To this end, the theoretical frameworks of agency (Bandura, 1986) and reflexivity (Dewey, 1910, 1938; Schön, 1983; Kolb, 1974) are crossed. This intersection leads to the development of an embryonic model of reflexive practices. The triadic causal reciprocity model (Bandura, 1986) is used to identify the environmental and dispositional variables to be studied.To test this embryonic model, a first empirical investigation consisted of seven non-directive interviews with people living with various chronic illnesses. A second is based on a questionnaire, co-produced in part with the people concerned and more widely associated with the thesis, via Focus Groups. It is distributed online to the people concerned.Based on the 1,404 complete responses collected, principal component analyses are used to describe the relationships between respondents' reflexive practices, their information goals and media. They are completed by confidence ellipses and Man Whitney Wilcoxon tests.Respondents are mainly women, over 35 years of age, with a level of education higher than the baccalaureate. Most suffer from myalgic encephalomyelitis and/or chronic fatigue syndrome, which can lead to an inability to work. They have been suffering from their illness for a long time, and feel little social recognition. They tend to adopt a learning attitude towards medical knowledge. They live with illnesses that are not recognized by the healthcare system, have a low prevalence and a low level of technicalization.After analysis, two processes coexist to resolve the deviations from self-normativity (Andrieu, 2012; Barrier, 2008; Baeza, 2020) of people living with a chronic illness. Our collection methods have mainly uncovered and described lengthy analytical processes (Dewey, 1910, 1938; Schön, 1983; Kolb, 1974).Beyond the practices imagined in the embryonic model, the analysis shows the mobilization of an individual practice of reflexive defense. As far as cognitive processes are concerned, people construct a personal environment of research or reflexivity based on their perceptions and/or feelings, information supports (patients' associations, blogs), health-related professionals and laypeople (close friends, family or colleagues). Their environment and dispositions influence their practices in different ways, depending on the variables explored. Finally, six motives for engagement in reflexivity, in reference to Carré's (1998) motives for engagement in training, are identified: epistemic, socio-affective, economic, personal operative, identity and vocational. Three distinct goals are identified for the mobilization of practices among the people interviewed: maintaining social integration, managing illness and maintaining relationships with relatives.The discussion focuses on the proximity between the reflexive practices of people living with chronic illness and clinical reasoning as taught to healthcare professionals. This encourages greater reflexive cooperation between healthcare professionals and the people concerned, in response to the day-to-day problems associated with chronic illness
Scheepers, Caroline. "Le travail de fin d'études, un discours en quête d'auteur. Pratiques langagières réflexives en formation initiale d'enseignants". Doctoral thesis, Paris 8, 2010. http://www.theses.fr/2010PA083278.
Pełny tekst źródłaThe aim of the PHD is to find what are the reflective practices in training diaries and thesis written by future teachers
Lane, Julie. "Accompagnement réflexif et raisonnement pédagogique : conceptions et pratiques de personnes enseignantes associées et manifestations du raisonnement pédagogique de leur stagiaire". Thèse, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/941.
Pełny tekst źródłaBouchard, Anne-Marie. "Impromptu, réflexions sur une pratique vidéographique". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0014/MQ41858.pdf.
Pełny tekst źródłaBouchard, Anne-Marie. "Impromptu : réflexions sur une pratique vidéographique". Master's thesis, Université Laval, 1998. http://hdl.handle.net/20.500.11794/28489.
Pełny tekst źródłaQuébec Université Laval, Bibliothèque 2014
Lebel, Gabrielle. "Les situations d'apprentissage d'entraineurs québécois de niveau développement". Mémoire, Université de Sherbrooke, 2018. http://hdl.handle.net/11143/11772.
Pełny tekst źródłaPégourie, Patricia. "Fonctionnement d'un centre de jour : réflexions théoriques et pratiques". Caen, 1991. http://www.theses.fr/1991CAEN3112.
Pełny tekst źródłaBouchard, Karl. "Étude de pratiques pédagogiques d'enseignants du collégial, une analyse réflexive accompagnée". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40544.pdf.
Pełny tekst źródłaLamboy, Béatrice. "La conscience réflexive du psychothérapeute : conceptualisation, opérationnalisation et étude empirique". Paris 8, 2002. http://www.theses.fr/2002PA083719.
Pełny tekst źródłaProdhomme, Jean. "La préparation des publications archéologiques, réflexions méthodologiques et conseils pratiques". Aix-Marseille 1, 1985. http://www.theses.fr/1985AIX1A022.
Pełny tekst źródłaPiau, Chrystèle. "Les statuts de société par actions simplifiée : réflexions théoriques et pratiques". Paris 1, 2003. http://www.theses.fr/2003PA010319.
Pełny tekst źródłaKrasniqi, Shemsi. "Croyances et pratiques rituelles albanaises du Kosovo : réflexions sur une écoculture". Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAG003.
Pełny tekst źródłaThe main idea of the thesis is the eco-culture, that is to say, a deep reflection on the spiritual relationship between human and nature. To explain this idea, I analyze some characteristic elements of the traditional culture, such as punishment, curse, blessing, oath, metamorphosis, empathy, reverence, sacredness, etc. These cultural elements do not concern only the mores and ethical human practices in social life, but also the relationship between human and nature. Nowadays, in everyday life, these values are sometimes expressed openly and concretely, and other times latently and not obviously. In addition to thinking, symbols and values, the eco-culture also manifests itself through behavior, concrete actions, and other routines of daily life. Amongst the conclusions of this thesis is that the environmental movements in Kosovo, aiming at changing the habits related to the environment by means of creating the environmental culture and raising ecological consciousness, must refer to the traditional Albanian eco-culture, since the latter has many common elements with contemporary environmental ethics, such as deep ecology, eco-feminism, ecological spiritualism, dark-green religion, etc
Lefebvre, Julie. "Étude des catégories de réflexion sur l’action d’enseignantes et d’enseignants novices à l’ordre d’études collégiales, secteur technique". Thèse, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/8839.
Pełny tekst źródłaVincent, Mylène. "Quelle place pour l'écoute en travail social? : une analyse écosystémique des pratiques d'écoute". Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/8895.
Pełny tekst źródłaFick, Jean-Marc. "Théâtre et pédagogie de la communication : (réflexions sur une pratique)". Dijon, 1991. http://www.theses.fr/1991DIJOL010.
Pełny tekst źródłaTaking my point of departure in a series of personal experiences as a director and a playwright, I have developed an analysis of the specific features of communication within theatrical relationships. The models used have been those of the Palo Alto school of research. I have come to the conclusion that the practice of a certain type of role-playing, acting and directing can help the pedagogical relation to become richer, more open, capable of receiving messages from the inside as from the outside. This defines a new pedagogical strategy in which all actors are implied in a real communion. What i have called a "theatralization of pedagogy" then leads to considerations about a rethinking of current teaching practices; my practical suggestions ought to be valid for the most various teaching situations, both at the primary school level and at the university level
Dragoni, Annick. "Répétitions et art vidéo : réflexions à partir d’une pratique vidéo". Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3000/document.
Pełny tekst źródłaStarting with a reflection based on plastic arts, this thesis aims at studying the links between repetition and video art. Repetition, considered as a process, is double. First, it is a composition principle which produces several effects. Secondly, it is a motif capable of interrogating a series of perception shifts likely to question our current psychic work. The aim of the first part, devoted to sound and image in a continuous loop and to feedback processes, is to study how the many processes of repetition at work in video art can orchestrate our perception of temporal objects. The second part will focus on the way these processes of repetition operate when they take place in videos with a narrative dimension. The narratives’ circularity, the processes of doubling and reduplication, the back and forth movement between texts and images act as ritournelles which undo the characters and their stories’ unity to try and comprehend a subject whose profound nature is today indeterminate
Guervil, Marie Rose Magaly. "Le transfert des compétences à la pratique professionnelle chez des stagiaires d'un Centre de Formation pour l'Enseignement Fondamental (CFEF) en Haiti". Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20378.
Pełny tekst źródłaPedrosa, Nuno. "Raison pratique et création réflexive : l'artéfact au-delà du champ étendu de l'art". Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010563/document.
Pełny tekst źródłaThis thesis, which combines theoretical analysis with artistic creation, attempts to understand the reason why, when contemplating works of art, we rarely look beyond their aesthetic, formal or conceptual qualities. Unlike many other objects that we encounter in our lives, works of art are recognizable by the fact that they serve no practical purpose. Their idle existence in galleries and museums confirms this and ensures that works of art fulfill no other function than that of drawing our attention to their inherent qualities. That being the case, this thesis proposes a way of appreciating art that relies on the articulation between an artefact and a social setting. This assumes a way of creating art and expressing ourselves that is grounded on the fabrication of instruments or devices predisposed to engage the beholder
Kaninda, Tshitwala Lynda. "Analyse des pratiques computationnelles anormes des enseignants du primaire en République Démocratique du Congo : réflexions pour une théorie des pratiques retournées". Electronic Thesis or Diss., Bordeaux 3, 2023. http://www.theses.fr/2023BOR30039.
Pełny tekst źródłaThis research work examines the computational practices of Congolese primary school teachers who have been introduced to computer tools and services as part of the Francophone initiative for distance teacher training (IFADEM, in French). It proposes a discourse that distances itself from any a priori conformity or non-conformity to the norms of use prescribed by the body of trainers in information and communication technologies for education (ICTE). The aim of this doctoral project is to understand the "reversed" mechanisms - as singular as they are individual, as novel as they are unstable - by which each practitioner reinvents the use of ICTE (abnormal computational usage practices). What are the representational, contextual, pedagogical and transliterative factors by which some of these users act as practitioner-refusers? To answer this question, we carried out a microsociological analysis. Our methodology is based on a research-action-training approach, using both qualitative (interviews and screen tracking) and quantitative (statistical processing of questionnaires) techniques. Contrary to our initial hypotheses, the conclusions we reached are rather surprising
Moutardier, Claudine. "Réflexions sur l'application des sanctions internationales dans la pratique contemporaine des États". Paris 1, 2003. http://www.theses.fr/2003PA010298.
Pełny tekst źródłaHachicha, Sami. "Un modèle de formation continue à la pratique réflexive pour cadres intermédiaires soignants hospitaliers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65313.pdf.
Pełny tekst źródłaMorin, Karine. "Le processus de conscience réflexive dans la pratique de psychothérapie d'une doctorante en psychologie". Thèse, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/7540.
Pełny tekst źródłaHiggins, Danielle. "La pratique réflexive : enjeu de la littératie scolaire chez les garçons. Une étude de cas en milieu francophone minoritaire". Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19812.
Pełny tekst źródłaDuarte-Cholat, Céline. "TIC et documentation : études et réflexions sur des pratiques documentaires dans des CDI de collèges". Phd thesis, Université René Descartes - Paris V, 2000. http://tel.archives-ouvertes.fr/edutice-00000405.
Pełny tekst źródłaBirocheau, Sonia. "Quel modèle professionnel pour l’enseignement ? : réflexions, représentations et pratiques à Chicago, années 1890 – années 1930". Paris, EHESS, 2014. http://www.theses.fr/2014EHES0060.
Pełny tekst źródłaThis research focuses on the evolution of the roles and responsibilities of school teachers and principals in one of the largest urban American school systems during a time of major educational reforms. In the late nineteenth and early twentieth centuries, groups of educators in Chicago produced a new professional model of teaching designed to improve the quality of public school education and faculty. One of their preoccupations was to define and attribute leadership: who should be responsible for leading the pupils, the profession, and the local community towards progress, and how should they be selected? Close analysis of the new professional norms educators promoted, of the ways in which teachers and principals represented their work and themselves, and of their activities in their professional and social lives paints a more expansive picture of educational leadership than we have imagined. It shows that it was not limited to supervision and decision-making by the upper echelons of the school system, but took on more diverse forms and had a wider variety of actors. This study shows that principals and teachers were professionals and active community leaders working for the common good both inside and outside the classroom
Gaboury, Michel. "De la photographie à l'objet : réflexions sur ma pratique, de 1982 à 1987". Paris 8, 1987. http://www.theses.fr/1988PA080240.
Pełny tekst źródłaIn this thesis, i pose a reflexion on my artistic practice and on her evolution from 1982 to 1987. This evolution can be describe by the passage from a modernist photographic practice, to the construction of artistic objects in wich i use different photographic notions either erudite, like the semiological notion of the index, or the frame perceived as a theorical instrument; or popular, which are to be found in my personnal history. I use these means to deconstruct the photographic image. I explain my practice in the context of postmodernism which i define as a breakdown in the values defended by modernism
Heyraud-Lemaître, Chantal. "Autoformation et pratique réflexive : le cas des adultes à l'Ecole Nationale de la Santé Publique". Tours, 2002. http://www.theses.fr/2002TOUR2001.
Pełny tekst źródłaGigon, Aymeric. "Inciter les étudiants à la pratique réflexive, le rôle des tuteurs de stage en STAPS". Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2032.
Pełny tekst źródłaUniversity courses allow students to continue their studies and/or access professional integration, which is why professionalization has become a major concern for higher education institutions. As a result, training plans are based on theoretical knowledge and skills acquired in universities, including professional knowledge and abilities developed through immersion in a host organization (for example, companies, associations or communities). With a view to becoming a professional, the student in training discover and get involved in those professional practices, especially during internships. This is the ideal opportunity for the student to act as a future professional by experimenting, investigating and exchanging words with the professionals they meet Thus, professionalization translates into the student’s ability to take a look at his actions through reflective practice, which allows him to reflect on his own practice. However, this practice appears to be complex and infrequently done by students in training, with various factors at play. This research work compiles several studies which make it possible to identify the forms of reflective practice of students. It focuses in particular on the role of the internship co-ordinator and offers, along a training system, a specific approach and tools allowing these coordinators to encourage students to perform reflective practice. A complex practice potentially constrained by factors which must be standardized to create conditions favorable to reflexivity
Frantz, Catherine. "La Pédagogie de l'anglais aux adultes dans l'optique d'une grammaire linguistique : réflexions sur une pratique". Paris 3, 1985. http://www.theses.fr/1985PA03A069.
Pełny tekst źródłaLegault, Jean-Pierre. "Étude exploratoire de la pratique réflexive d'enseignants expérimentés en contexte de gestion de problèmes de discipline en classe". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ52171.pdf.
Pełny tekst źródłaNeves, Jorge. "La gestion de la communication dans les pratiques du changement technologique : réflexions à partir de trois études de cas". Châtenay-Malabry, Ecole centrale de Paris, 1992. http://www.theses.fr/1992ECAP0226.
Pełny tekst źródłaLenfle, Sylvain. "Projets et conception innovante". Habilitation à diriger des recherches, Ecole Polytechnique X, 2008. http://tel.archives-ouvertes.fr/tel-00406689.
Pełny tekst źródłaAlphonse, Jean Roger. "Étude des transformations des représentations des futurs enseignants issus de l’immigration, quant à leurs systèmes de valeurs en milieu scolaire franco-ontarien". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35311.
Pełny tekst źródłaMarchand, Marie-Ève. "L'exploration réflexive dans la pratique du dialogue de Bohm, une expérience avec des gestionnaires, conseillers et formateurs en gestion". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ57471.pdf.
Pełny tekst źródłaRondeau, Karine. "Expérience réflexive de l'internat au primaire et interaction théorie-pratique : une étude autoethnographique sur le processus de construction identitaire". Thèse, Université du Québec à Trois-Rivières, 2010. http://depot-e.uqtr.ca/1465/1/030137046.pdf.
Pełny tekst źródłaGemme, Michèle. "Contribution d'une intervention de pratique réflexive portant sur des situations vécues par des externes en soins infirmiers en contexte hospitalier pour soutenir leurs apprentissages : une étude descriptive". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34949.
Pełny tekst źródłaHowever, the full learning potential of this program is sometimes limited by the lack of time available in clinical settings for reflection on action. A reflexive practice intervention with nursing externs to mobilize various nursing knowledge has yet been studied. Aim: to explore the contribution of a reflexive practice intervention based on experienced situations of care by nursing externs in the hospital setting to support their learning. Method: descriptive qualitative study with implementation of a reflexive practice intervention with nursing externs (n=14) divided in small groups. Data was collected from the reflexive practice group meetings (n=9), post meeting written perceptions and semi-structured individual interviews (n=14). A qualitative content analysis was performed. Results: reflexive practice allows nursing externs to mobilize several nursing knowledge, namely contextual, practical, moral and ethical, intrapersonal, interpersonal, scientific as well as life experience knowledge. Their mobilisation is made possible by several conditions described as facilitative. These allowed the coconstruction of learning by the nursing externs in the reflexive practice intervention. This coconstructed learning is then reinvested in their professional path, as nursing externs but also in their future nursing practice, in addition to being reinvested at a personal level. Conclusion: reflexive practice intervention with nursing externs is a relevant intervention that allows, with facilitative conditions, knowledge mobilisation, leading to the coconstruction of learning that is reinvested in their practice
Gerphagnon, Anne Michèle. "Pratique de la phonétique et environnements informatiques:une convergence à médiatiser : Réflexions autour du projet de logiciel DIAURAL". Université des Antilles et de la Guyane, 2006. http://www.theses.fr/2006AGUY0197.
Pełny tekst źródłaThis thesis presents the conceptualization of a human computer environment for phonetic correction based or the methodological and theoretical principles of verbo-tonal method. It lies within the domain of research-anddevelopment, which could be considered a variant of Research-and-Action. Here, using the problem of unsatisfaetory conditions for computer-based phonetic correction, we explore both a theoretical reflection and the development of innovative instruments Iikely to improve this situation. The aim of this study is to identify methodological prineiples for the creation of pedagogical material; it explores to the fullest the logie of Researeh-and-Development, up to the conceptualization and evaluation of a computer environment for the phonetie correction of English speakers leaming French. Beyond Skinner's methods of phonetic correction, we offer the possibility of constructing a multimedia device which, by its retroactivity, could constitute the basis for a remediation whose centre is the subject as a person, with his cognitive variables, provided he has the appropriate methodology. This instrument is the educational software DIAURAL (Interaetionist software for audio-oral learning), which forms an integral part of this present thesis
Vachon, Brigitte. "Étude de l'utilisation d'une approche réflexive pour intégrer les évidences scientifiques dans la pratique de l'ergothérapie en réadaptation au travail". Thèse, Université de Sherbrooke, 2009. http://savoirs.usherbrooke.ca/handle/11143/4280.
Pełny tekst źródłaRichard, 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.
Pełny tekst źródłaContext 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
Gau, Show-Lien. "Tranquillité du vide : réflexions à partir d'une pratique de l'installation sur le thème de l'inspiration venue de la mer". Paris 1, 1994. http://www.theses.fr/1994PA010600.
Pełny tekst źródłaThe research of the tranquility of the void is the union between theory and practice, through the concept of emptiness, in artistic creation, in order to bring about a rich metaphysical tranquility. Taking the concept of emptiness, i propose to carry out in my study a research into the pratical and metaphysical field, where the tranquility of the void may join the two philosophical sides of the orient and the occident. In the occident, the void is loss, non-being, abscence and negative. In the orient, the empty is not nothingness ; it is positive, creative, sacred, productive. It gives birth to all things. It is the origin. In artistic creation, the void will be envisaged as a sign - the sign of interior tranquility, like a concept. The void contains a source, a way, for the value of life. Following my research of the concept of the void, i present an evolution of my works, with the help of ten propositions, joined to ten concepts of emptiness in which are combined theory and practice
Tran, Van Arnaud. "Pratique collective de l’intervention ergonomique : comment les ergonomes font‐ils pour travailler ensemble ? : l’exemple de la pratique des ergonomes consultants". Thesis, Bordeaux 2, 2010. http://www.theses.fr/2010BOR21704/document.
Pełny tekst źródłaThe aim of this research is to propose a reading of ergonomics intervention and of models underlying practice of ergonomics, on the basis of the understanding of the specificities of consultants ergonomists collective work.To address this research question, we identified characteristics of collective work, then considering the consultants ergonomists as an operator, we aim at characterising specificities of collective work. In this sense,we studied intervention models underlying practice and we searched for instantiations of these models that are required for the work of consultants ergonomists.Our research question has been elaborated through a progressive construction between research and practice.The novel methodology developed in this work reflects this construction. This approach and our collected data highlight that the understanding of consultants ergonomists activity comes through a preliminary analysis oftheir professionals determinants. This analysis helps in understanding instantiations of flexible intervention macro‐models, which are necessary to cope with variability of proposals and contexts of interventions. This understanding of the work of ergonomists helps in apprehending the reason why ergonomists have various actions and the favourable conditions for collective work during ergonomics interventions
Charland, Julie M. L. "Influence de la pratique réflexive sur le perfectionnement professionnel et l'évaluation axée sur l'apprentissage dans l'évaluation du rendement de la direction d'école". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23551.
Pełny tekst źródłaGeorge, Rachel. "De la Théorie à la Praxi : réflexions sur les pratiques du dessin à l'Accademia di San Luca de Federico Zuccari à Carlo Maratti". Paris, EPHE, 2013. http://www.theses.fr/2013EPHE4019.
Pełny tekst źródłaThe dissertation focuses on the question of workshop practices at the Accademia di San Luca from the election of Federico Zuccari in 1593 to the second princedom of Carlo Maratti, at the threshold of the 18th century. Drawing, which was at the heart of the precepts of the didactic program established by Zuccari, was the backdrop of academic teaching. The learning and the mastering of drawing, reserved to painters, sculptors and architects, also allowed artists to distinguish themselves from craftsmen practicing professions related to art, like gilders, embroiderers or painting dealers. Given this context, it is necessary to define drawing practices through a gradual analysis with a comprehensive perspective, from the analysis of the texts to the more concrete evidence of archival documents. Through the analysis of the statutes of the institution, the profile of the protagonists of the artistic formation and the pedagogic orientations are clarified. The data collected on the nature of theoretical lessons confirms the intention to transmit a complete teaching to young artists. This in-depth study of documentary sources draws up a setting of academic collections, which provides evidence of the exercise of copy making and reveals the great academic models. Lastly, the identification of some artistic practices is possible thanks to the partial reconstruction of the workshop environment, didactic material and its functioning. The totality of the data related to teaching highlights an institution with complex internal dynamics, supported by a workshop where artistic practices were mid-way between Renaissance traditions and innovation
Mongrain, Sylvain. "Description des relations existant entre les préconceptions de trois étudiants-maîtres et leur évolution dans un processus d'apprentissage à une pratique pédagogique réflexive". Thèse, Université du Québec à Trois-Rivières, 1994. http://depot-e.uqtr.ca/5354/1/000606445.pdf.
Pełny tekst źródłaDenost, Hélène. "L'évaluation des pratiques professionnelles, un espace de réflexion à la croisée de la réflexivité et de la délibération éthique : implications pédagogiques en odontologie". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB218/document.
Pełny tekst źródłaWith the "Hospital, Patients, Health and Territories" (HPST) Act of 2009, the Evaluation of Professional Practices (EPP) has supplemented the continuing education program. It has since become important to question the contribution of the evaluation of professional practices in Continuing Professional Development (CPD), particularly in the field of Dentistry. However answering this question requires us to define continuing professional development. This research tackles two complementary aspects: first, the theoretical and pedagogical implications behind the Evaluation of Professional Practices in dentistry in a continuing professional development perspective; - and, second, the ethical issues implied in the construction of educational projects. The 2009 legislation considers professional development as a training mechanism. In educational research, however, professional development is understood as part of building the identity and skills set of the professional, whereas expected skills and reflective practices are linked to the movement of professionalization in health education. In theoretical and political debates, the notion of evaluation is overlooked or restrained to the "professional act", as well as any reflection on the ethical dimension of the evaluation procedures during the process of professionalization. The lack of established theoretical frameworks has led to an inductive type of research: a theoretical part based on analysis of theoretical writings, and an exploratory component among education officials in charge of initial and continuing education in dentistry. The synthesis of these two parts, beyond the opposition of theory and practice, suggests that a fresh look is needed in relation to the evaluation of professional practices and reflective practice, and puts the complexity of the process of questioning the professional action at the heart of the exercise of medical normativity
Hache, Jean. "Vers la prévention et l'anticipation dans la pratique médicale : réflexions sur l'épistémologie des biomarqueurs dans le cas de la maladie d'Alzheimer". Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H204/document.
Pełny tekst źródłaThis dissertation develops epistemological reflections on the notion of biomarkers in the case of Alzheimer’s disease. It focuses on the challenge posed by the transfer of knowledge from the field of biology to medical and clinical practices, with a special attention to the techniques of early diagnosis and especially the role of Big Data. Alzheimer's disease presents a particular temporality, its appearance being insidious with a long asymptomatic phase. It differs from cancer by not being amenable to genomic analysis of specific cells, and thus allows a different approach to the epistemic status of biomarkers. The biomarker whether it be a molecule, network of interactions, or even an algorithm, sheds light on the disease in the absence of any direct causal links between the biomarker and the disease. It is primarily an indicator rather than the representation of a body condition. As a consequence, it is always surrounded by uncertainty and never fully mastered, nor fully given. The biomarker is an object whose relations with the environment are an integral part of its functioning. Biomarkers are essential in transforming medical practices towards anticipating and monitoring the evolution of a subject's health condition. By highlighting elements that transform risk factors into a pathology, biomarkers invite everyone to monitor themselves and make it possible to support people well ahead of the appearance of clinical signs of an evolving disease
Vacher, Yann. "Pratique réflexive et professionnalisation au coeur de la formation des enseignants stagiaires : Quelle opérationnalisation pour réduire les tensions ? Un exemple à l'IUFM de Corse". Corte, 2010. http://www.theses.fr/2010CORT0005.
Pełny tekst źródłaThis work deals about reflexive practice and student teacher’s professional development ; this topic takes place in a period of teachers education’s new reforms, and in a larger period of doubt on its efficiency. A three dimensional approach was chosen to treat the subject : institutional dimension, curriculum and educational practices, professional development’s process ; bibliographical elements, and experience’s elements are produced for each one. This works main professional purpose is to produce, to the student teachers, their trainers and our institution, some propositions about progressive ways of reducing the difficulties provided by split between disciplinary curricula and competence’s development ; main theoretic orientation is given by complex approach of systems and problems, and reflective practice, this theoretic orientation taking place in an constructivist approach. That’s why the design of the educational tools produced, tested and then evaluated, was founded about models of our educational systems (IUFM-Corsica) and included effects of reflective thinking, meta-cognition, temporality of reflection, are analyzed such educational currents as well as practice analysis’s components. These tools consist in : institutional evaluation report’s frames. Group’s practice analysis’s frames (ARPPEGE). Since this work’s dimensions have some reverberations in professional path, educational ways, professional commitment and ethic concern, since the components of the study are so intricate, scientific methodology’s principles were a constant sustain for this work, which will be to enhance with future works
Breant, Béatrice. "Étude didactique des effets de dispositifs réflexifs sur le rapport à l'écrit d'élèves de seconde et sur la pratique de l'enseignante". Thesis, Cergy-Pontoise, 2019. http://www.theses.fr/2019CERG0989/document.
Pełny tekst źródłaThe traditional models of language do not allow high school students to comprehend their writings to, in the words of Jacqueline Lafont-Terranova (2008) ‘‘produce, in a given situation, the best possible writing’’. To this conclusion is added the difficult evaluation of these writings by teachers, more often proofreaders than readers. Reading once again the works by Saussure, Benveniste and Bakhtine makes it possible to address two questions that arise in mirror of each other. How to write a text and return to it improve it ? How to read this text and accompany the writer-subject towards an improvment given the allocated teaching conditions ? Based on the analysis of manuscripts (drafts, intermediate writings and copy writings) of tenth graders, the relation that writer-subjects have with writings is questioned collectively with the said reflexive measures set up by teacher. The scriptural accomplishement of the student is met by a professional accomplishment. The task led by one cannot be understood without the other’s task
Poley, Yann. "Accompagnement ergonomique de l'activité des représentants du personnel des CHSCT. Interventions ergonomiques sur les CHSCT de la SNCF". Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0338/document.
Pełny tekst źródłaThis dissertation falls within a field of research in ergonomics focused on health and safety staff. It defends the idea that the activity of staff representatives is to be considered as work and that it is possible to contribute to the development of their activity thanks to ergonomic interventions.This research was carried out by studying seven CHSCTs (Occupational Health and Safety Committee) of different professions at the SNCF (French National Rail Company), and was ordered by their Observatoire de la Qualité de Vie au Travail (Monitoring Agency for Quality of Life in the Workplace). The members of the Observatoire wanted a scientific study to help them understand the functional difficulties encountered by the CHSCTs, and the possibilities for improving work analysis, in turn improving their prevention work.Thanks to an Ergonomic Work Analysis, we were able to understand the specificities of this activity. Several ergonomic interventions were organized in order to test previous local diagnostics. We were thus able to contribute to the development of the activity of staff representatives.This dissertation shows that staff representatives are practicians who, through their activity, contribute to problem solving in the company. The current regulations framework does not permit them to take into account the dynamic nature of employees' work situations, nor the possibilities for action in their own work. This has lead them to defining modes of action that are in line with the dynamic environment in which they are called upon to intervene.It is therefore necessary for them to build a common frame of reference in order to act together, while still retaining individual points of view. Inevitably, conflictuality and cooperation are inherent to the functioning of CHSCTs. This common framework however must be based upon other elements besides regulations, and it is necessary to give employees a say in the formation of both problems and solutions.It also appears to be difficult for them to discuss the individual and collective difficulties that they encounter. This contributes to the development of collective defenses, leading to a closed, in-house treatment of the workers situational problems.As such, ergonomic interventions must facilitate collective activity by questioning both individual and collective pratices and difficulties. The challenge for the ergonomist is that he cannot base his intervention upon a work collective, which must none-the-less produce a collective work. Therefore the contribution must work towards a common denominator between the members, allowing for the integration of both the complexity of work and the employees. In that, conflictuality and cooperation must be articulated around employees' work situations, and not only the application of regulations
Janvier, Rachel. "Le soutien à domicile des personnes âgées en perte d'autonomie réflexions éthiques appuyées sur les représentations qu'ont les infirmières de CLSC de leur pratique". Mémoire, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/2546.
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