Literatura científica selecionada sobre o tema "Adulte en formation"
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Artigos de revistas sobre o assunto "Adulte en formation"
Tessari Veyre, Aline. "Études sur les besoins de formation des adultes présentant une déficience intellectuelle". Revue francophone de la déficience intellectuelle 27 (21 de fevereiro de 2017): 179–91. http://dx.doi.org/10.7202/1043132ar.
Texto completo da fonteVillemagne, Carine. "La réussite scolaire en contexte d’éducation des adultes. Résultats et réflexions émergeant d’une recherche exploratoire". Éducation et francophonie 39, n.º 1 (27 de junho de 2011): 201–17. http://dx.doi.org/10.7202/1004337ar.
Texto completo da fonteDoray, Pierre, e Paul Bélanger. "Retirer à Pierrette pour donner à Alexandre ! Le développement de la formation générale des adultes au Québec". Revue des sciences de l’éducation 40, n.º 2 (2 de fevereiro de 2015): 215–51. http://dx.doi.org/10.7202/1028420ar.
Texto completo da fonteBoutinet, Jean-Pierre. "Que savons-nous sur cet adulte qui part en formation ?" Savoirs 4, n.º 1 (2004): 9. http://dx.doi.org/10.3917/savo.004.0009.
Texto completo da fonteFenouillet, Fabien. "La place du concept de motivation en formation pour adulte". Savoirs 25, n.º 1 (2011): 9. http://dx.doi.org/10.3917/savo.025.0009.
Texto completo da fonteHorcik, Zoya, e Marc Durand. "L’expérience mimétique dans l’apprentissage adulte: le cas des formations par simulation". Swiss Journal of Educational Research 37, n.º 1 (20 de setembro de 2018): 167–86. http://dx.doi.org/10.24452/sjer.37.1.4949.
Texto completo da fonteVieille-Grosjean, Henri, e Gabriel Di Patrizio. "Apprendre à l’âge adulte : entre imitation et émancipation". Phronesis 4, n.º 1 (18 de junho de 2015): 40–50. http://dx.doi.org/10.7202/1031203ar.
Texto completo da fonteBreton, Hervé. "L’accompagnement en formation d’adultes : un paradigme". Carrefours de l'éducation 56, n.º 2 (11 de dezembro de 2023): 93–114. http://dx.doi.org/10.3917/cdle.056.0093.
Texto completo da fontePrestini, Mireille. "La décision de la personne adulte à entrer en formation dans le secteur social". Savoirs Hors série, n.º 4 (2007): 61. http://dx.doi.org/10.3917/savo.hs02.0061.
Texto completo da fonteNoví, Michel, Thierry Blöss e Alain Frickey. "Modes d'entrée dans la vie adulte et trajectoires sociales des femmes mariées". Population Vol. 49, n.º 3 (1 de março de 1994): 637–56. http://dx.doi.org/10.3917/popu.p1994.49n3.0656.
Texto completo da fonteTeses / dissertações sobre o assunto "Adulte en formation"
Billet, Pierre. "E-learning en formation pour adulte : quelles conditions préalables au changement ?" Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH003/document.
Texto completo da fonteOur research deals with the relationship that training organizations’ actors, as providers, maintain with e-learning. When the market and expectations seem favorable, that employees (to a lesser extend job-seekers) often face availability, mobility and homogeneity constraints, that the needs for a minimum number of participants in order to (economically) allow the training are sometimes hard to reach, that the knowledge and objectives of each - just like the meaning given to effort - are diverse, that a fast reactivity in front of the emergency of the training needs is a more and more expected requirement in Continuing Professional Education (a very competitive field), its actors do not fully concur with this form of training.But this tendency to rejection seems in contradiction with those organizations’ background, their mission and usual innovative practices. Because experiencing this hiatus as harmful, it comes back to us to look for its causes: therefore the objective of this research is to study the factors taking part in the adoption or reject of e learning. The theoretical approach used here is part of an equation of the change. Five hypotheses, as so many requirements to meet, are investigated in order to understand what hurdles can explain this situation, both for actors and decision-makers. The commitment of learners won’t be examined here, even though this data – exogenous to our research – is of course crucial to the success of this training method.In order not to involve too different organizations, and to focus only on our variables of the change, we reduced our field of research to one single organization which is nationally represented, the network of GRETA (French National Education branch for Adult Education). After a detailed literature review, a qualitative data analysis will be offered to test the assumptions underlying the involvement into e-learning. Our research hopes to contribute to the development of the scientific knowledge about the practices and involvement processes in the design and implementation of a new form of training for adult education
Monkam, Towo Agathe. "L'éducation des adultes peu qualifiés dans le contexte socio-économique du Cameroun : de l'insertion à l'intégration socioprofessionnelle des acteurs du secteur informel". Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30024/document.
Texto completo da fonteCameroon is a brand new country, in which inhabitants are looking up for identity between traditional culture from ancestral and the modern world. Those difficulties as well as economical ones are the cause of educational problems. One of the symbols of these difficulties is that exceptional numbers of waste, created by scholar institution. Those heaps of population with inadequate of scholar system are those who are sent into informal sectors. Thrown out from schools they are though marginalized from social and professional. How to reintegrate them into socioprofessional environment ? Through macroscopic analysis within sociological and psychological and psychoprofessional, the observers have noticed that possible sustainable activities on informal sectors can be done. The inputs data have shown that some institutions and actions to reinsert socially and professionally was in place, but the success of this needs to put mankind in the middle of all interactions as well as professional sectors
Maugis, Marie-Paule. "L'engagement du sujet adulte apprenant en formation obligatoire : un paradoxe de l'apprenance ?" Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100030.
Texto completo da fonteContinuing vocational training (CVT) has largely developed since the 2000s and employees wishing to remain competitive in their field are required to participate in training courses, on a voluntary or mandatory basis, the latter situation being widespread. But according to Deci and Ryan (2000), in the case of external regulation, the person is less involded. We wonder about the individual processes in such a situation. In the framework of sociocognitive psychology with the model of reciprocal triadic causality (Bandura, 1985), we use the concepts of perceived value of training (Eccles and Wigfield, 1989), commitment (Bourgeois, 2009 and Brault-Labbé and Dubé, 2009) and learnance (Carré, 2005). We perform two empirical studies. The first is based on non-directive interviews (n = 91) and we conduct a thematic analysis and a lexicometric analysis on verbatim. The second is based on a questionnaire with a random sample (n = 581) and we perform a factorial correspondence analysis on the responses. These studies show the influence of the perceived value of training courses on the commitment, which is only marginally affected by perceived mandatory status. Thus, the internalization process described by Deci and Ryan (2000) can arise in a situation of exclusively external initial regulation. Furthermore, the perceived value of training courses supports perceived legitimacy of mandatory status. In addition, trainees with a high learnance justify both their commitment and their disengagement. Finally, those with a low disposition to learn in a formal situation develop the behavioral component of commitment more than others
Sifferlen, Richard. "Etre formateur, des exigences nouvelles pour un métier nouveau ?" Lyon 2, 1996. http://www.theses.fr/1996LYO20009.
Texto completo da fonteNowadays, in order to practice the teaching profession in a vocational training or continuing education context, it is imperative to master the required knowledge and standpoints of the profession which can be classified into two distinctive groups. The first concerns know how, mainly the didactic skills in their strictest sense, regrouping essential experience and acquired knowledge vital to enable the implementation of the teaching process. This means, to be in full control of the influencing factors and the capacity to apply the appropriate methods and techniques in each teaching situation. Moreover it is vital to be capable of discerning the economical-political and social environment that the group to be taught belongs to, and to show the correct behaviour pattern and self criticism to adopt. The second group is of no lesser importance, it reposes upon a collection of foundations that are of a subjective character concerning the psychological aptitude of the teacher. This is the skills domaine, comprising of the more or less objective manner in which behaviour observation is interpreted. In this context, it is a matter of taking into consideration notions or concepts such as the profession, impartiality, determination or stubborness, open-mindedness, the control of one's authority, social integration, the conviction of learning capabilities, and crucially to be at ease in public relations. All of these qualities should be constantly present in every one of the teacher's attitudes. The last element relates to a more or less well balanced composition of the theoretical and practical knowledge, competence, aptitudes and capacities representing his or her way of teaching. The harmony of this composition will determine the efficiency and personal investment of the teacher in this profession
Hetzmann, Mickael. "La formation du jeune adulte par la grande itinérance du voyage autour du monde". Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080101.
Texto completo da fonteThe subject of this PhD is the round-the-world journey experience, questioned as potentially educating and located in the paradigm of lifelong learning. We propose to consider that this form of travel is a special form of rite of passage, in fact, it specifies itself by extending greatly the experience of the lack of cultural reference frameworks. This research would question the educational potential of a specific form of liminal experience both in its duration and its intensity. Consider that round-the-world travel as a part of lifelong learning is legitimate for at least two reasons. Firstly, in our contemporary western societies, the individual is expected to build an autonomous and powerful identity in each of his affiliated groups, a constraint that traveling around the world and métissage with the Other allows oneself to be emancipated from, at least in part, leading the traveller to experience himself not as an essence fixed in permanence, but as built yet alterable and open to biographical turning points. Secondly, in an increasingly globalized society, it is not enough to be efficient in one’s own culture nor is it possible to acculturate all cultures, hence the need to learn to navigate and communicate in an increasingly culturally heterogeneous context. The round-the-world journey thus constitutes an initiation to an increasingly globalized world and to a wide-ranged and increasingly mixed identity construction
Bélanger, France. "Développement et expérimentation d'un cours en formation continue auprès de conseillers agricoles selon l'approche par problèmes". Sherbrooke : Université de Sherbrooke, 1997.
Encontre o texto completo da fonteSigaut, Nicolas. "Motifs d'entrée en formation en alternance pour adulte et persistance au sein du GRETA Tourisme Hôtellerie de Nice". Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2016.
Texto completo da fonteFaced with the challenges of economic, technological and societal changes, continuing vocational training is a solution very often put forward in recent years in order to fight against unemployment. But training organizations are faced with increasing absenteeism, which can lead to breaks in the course of learners, jeopardizing the future of these organizations whose funding is largely indexed to the presence of trainees. We hypothesize that these absences are not due to the training system, but inherent to certain socio-demographic characteristics, to the reasons for entering and to the SEP and the expectation value. We have carried out three separate studies taking into account a series of socio-demographic variables, the reasons for entering training (Carré, 2017), the obstacles to training (Cross, 1992), changes in the feeling of personal effectiveness ( Bandura, 1986), and expecy-value (Bourgeois et al., 2009) in order to verify their impact on absences. These different studies have shown us the importance of socio-demographic characteristics in the absences of trainees (age, nationality, experience, level of diploma), and a more moderate importance of the reasons for entering training on absences. In addition, situational factors have been shown to play a leading role in attendance during training. Finally, transitions in the feeling of self-efficacy, the cost and the perceived usefulness of the training as well as the resulting perception of competence, also had effects on class attendance
Morneau, Michèle. "Exploration d'un modèle d'évaluation cohérent avec une pédagogie centrée sur l'apprenant-adulte inscrit en formation continue professionnelle". Master's thesis, Université Laval, 1985. http://hdl.handle.net/20.500.11794/29059.
Texto completo da fonteBaril, David. "L’ambivalence intergénérationnelle lors du passage à la formation générale des adultes des jeunes adultes non diplômés âgés de 16 à 25 ans". Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/6071.
Texto completo da fonteBoivin, Isabelle. "Devenir psychologue : cheminement épistémologique d'étudiants dans un programme de formation professionnelle en psychologie clinique". Thèse, Université de Sherbrooke, 2012. http://hdl.handle.net/11143/6442.
Texto completo da fonteLivros sobre o assunto "Adulte en formation"
Fablet, Dominique. La formation des formateurs d'adultes. Paris: L'Harmattan, 2001.
Encontre o texto completo da fonteKnowles, Malcolm Shepherd. L'apprenant adulte: Vers un nouvel art de la formation. [Paris]: Éditions d'organisation, 1990.
Encontre o texto completo da fonteCranton, Patricia. Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass Publishers, 1996.
Encontre o texto completo da fonteAlder, Ann. Pattern making, pattern breaking: Using past experience and new behaviour in training, education and change management. Farnham, Surrey, England: Ashgate, 2010.
Encontre o texto completo da fonteDominicé, Pierre. Formation biographique. Paris: Harmattan, 2007.
Encontre o texto completo da fonteDavid, Boud, e Garrick John, eds. Understanding learning at work. London: Routledge, 1998.
Encontre o texto completo da fonteBourgeois, Etienne. Apprentissage et formation des adultes. Paris: Presses universitaires de France, 1997.
Encontre o texto completo da fonteFrance. Office national d'information sur les enseignements et les professions. e France. Office national d'information sur les enseignements et les professions. Division de la documentation pour la réadaptation., eds. Adultes handicapées: Formation professionnelle, établissements. Paris: ONISEP (Office national d'information sur les enseignements et les professions), Département de la documentation, Division de la documentation pour la réadaptation, 1986.
Encontre o texto completo da fonteMarc, Durand, e Filliettaz L, eds. Travail et formation des adultes. Paris: Presses universitaires de France, 2009.
Encontre o texto completo da fonteFrédérique Bros, Dominique Kern, Thérèse Levene, S. VIEILLISSEMENT ET FORMATION DES ADULTES. Paris: Editions L'Harmattan, 2012.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Adulte en formation"
Dirkx, John, e Steven Schlegel. "The Role of Emotion-Laden Experiences in Self-Formation". In Understanding the Adult Learner, 99–116. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448471-8.
Texto completo da fonte"Niveau de formation de la population adulte". In Regards sur l'éducation 2006, 30–43. OECD, 2006. http://dx.doi.org/10.1787/eag-2006-2-fr.
Texto completo da fonteBoutinet, Jean-Pierre. "Vie adulte et formation permanente : de la notion au concept". In Traité des sciences et des techniques de la formation, 189–207. Dunod, 2011. http://dx.doi.org/10.3917/dunod.carre.2011.01.0189.
Texto completo da fonteBoutinet, Jean-Pierre. "Chapitre 11. La vie adulte au regard de la formation". In Traité des sciences et des techniques de la Formation, 235–51. Dunod, 2017. http://dx.doi.org/10.3917/dunod.carre.2017.01.0235.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation, 46–61. OECD, 2018. http://dx.doi.org/10.1787/eag-2018-7-fr.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation, 34–46. OECD, 2011. http://dx.doi.org/10.1787/eag-2011-5-fr.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation. OECD, 2019. http://dx.doi.org/10.1787/75131a78-fr.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation. OECD, 2020. http://dx.doi.org/10.1787/243d18a4-fr.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation, 26–45. OECD, 2009. http://dx.doi.org/10.1787/eag-2009-5-fr.
Texto completo da fonte"Quel est le niveau de formation de la population adulte ?" In Regards sur l'éducation 2010, 26–41. OECD, 2010. http://dx.doi.org/10.1787/eag-2010-5-fr.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Adulte en formation"
Vanegas Ochoa, Lina María, María Patricia Lopera Calle, Estefanía Otálvaro Echavarría e Salome Castro Gonzalez. "El pensamiento disruptivo aplicado a la investigación-creación formativa con enfoque social en tiempos de La Covid 19". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2020. Bogotá, Colombia: Red Académica de Diseño - RAD, 2021. http://dx.doi.org/10.53972/rad.eifd.2020.3.3.
Texto completo da fonteZuleta Montoya, Fausto Alonso, Ángela María Echeverri Jaramillo e Gustavo A. Sevilla Cadavid. "Diseño de vestuario para el adulto mayor". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2019. Pasto, Colombia: Red Académica de Diseño - RAD, 2019. http://dx.doi.org/10.53972/rad.eifd.2019.2.21.
Texto completo da fonteZuleta Montoya, Fausto Alonso, Ángela María Echeverri Jaramillo e Gustavo A. Sevilla Cadavid. "Diseño de vestuario para el adulto mayor". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2019. Pasto, Colombia: Red Académica de Diseño - RAD, 2019. http://dx.doi.org/10.53972/rad.eifd.2019.2.21.
Texto completo da fonteMalm, J., R. Bennhagen, L. Holmberg e B. Dahlbäck. "LOW PLASMA CONCENTRATIONS OF C4b-BINDING PROTEIN AND VITAMIN K-DEPENDENT PROTEIN S IN PRETERM INFANTS WITH DECREASED FORMATION OF PROTEIN S-C4b-BINDING PROTEIN COMPLEXES". In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644265.
Texto completo da fonteZuleta Montoya, Fausto Alonso, e Ángela María Echeverri Jaramillo. "Diseño de vestuario para el adulto mayor. Experiencia del semillero GIDVT". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2019. Pasto, Colombia: Red Académica de Diseño - RAD, 2019. http://dx.doi.org/10.53972/rad.eifd.2019.2.15.
Texto completo da fonteZuleta Montoya, Fausto Alonso, e Ángela María Echeverri Jaramillo. "Diseño de vestuario para el adulto mayor. Experiencia del semillero GIDVT". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2019. Pasto, Colombia: Red Académica de Diseño - RAD, 2019. http://dx.doi.org/10.53972/rad.eifd.2019.2.15.
Texto completo da fonteKortekaas, R. K., J. K. Burgess, M. Webster e R. Gosens. "IL11 negatively impacts adult lung alveolar organoid formation". In ERS Lung Science Conference 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/23120541.lsc-2021.81.
Texto completo da fonteKortekaas, Rosa K., Janette K. Burgess, Megan Webster e Reinoud Gosens. "IL11 negatively impacts adult lung alveolar organoid formation". In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa2050.
Texto completo da fonteKortekaas, Rosa K., Janette K. Burgess, Megan Webster, Kerstin E. Geillinger-Kästle e Reinoud Gosens. "IL11 negatively impacts adult lung alveolar organoid formation". In ERS Lung Science Conference 2022 abstracts. European Respiratory Society, 2022. http://dx.doi.org/10.1183/23120541.lsc-2022.13.
Texto completo da fonteLazar, Amanda, Alisha Pradhan, Ben Jelen, Katie A. Siek e Alex Leitch. "Studying the Formation of an Older Adult-Led Makerspace". In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445146.
Texto completo da fonteRelatórios de organizações sobre o assunto "Adulte en formation"
Dommermuth, Lars, e Sebastian Klüsener. Formation and realisation of moving intentions across the adult life course. Rostock: Max Planck Institute for Demographic Research, março de 2017. http://dx.doi.org/10.4054/mpidr-wp-2017-006.
Texto completo da fonteBecker-Green, Jody. Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.2792.
Texto completo da fontede Sousa, Eduardo, Renata Matsui, Leonardo Boldrini, Leandra Baptista e José Mauro Granjeiro. Mesenchymal stem cells for the treatment of articular cartilage defects of the knee: an overview of systematic reviews. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, dezembro de 2022. http://dx.doi.org/10.37766/inplasy2022.12.0114.
Texto completo da fonteKutten, Sarah. #AdultingWhileBlack: Encountering in the Campus Climate and the Formation of Racialized Adult Identity Among Traditional-Age Black College Students. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.7354.
Texto completo da fonteVillota Luna, Daniela. Los patrones funcionales de Marjory Gordon y su aplicación en el contexto clínico desde el enfoque de enfermería. Ediciones Universidad Cooperativa de Colombia, dezembro de 2022. http://dx.doi.org/10.16925/gcnc.49.
Texto completo da fonteStyugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, dezembro de 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.
Texto completo da fonteprogramme, CLARISSA. The Need for an ‘Association’ to Improve Night Entertainment Business Management Practices to Reduce Worst Forms of Child Labour. Institute of Development Studies, junho de 2024. http://dx.doi.org/10.19088/clarissa.2024.035.
Texto completo da fonteHalevy, Orna, Sandra Velleman e Shlomo Yahav. Early post-hatch thermal stress effects on broiler muscle development and performance. United States Department of Agriculture, janeiro de 2013. http://dx.doi.org/10.32747/2013.7597933.bard.
Texto completo da fonteQuail, Stephanie, e Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, outubro de 2020. http://dx.doi.org/10.25071/10315/38016.
Texto completo da fonte