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Статті в журналах з теми "Apprentissage professionnel – Martinique (France)"
Smoreda, Zbigniew, and Claude Giraud. "Rationnalité de l'acteur : les enseignements d'un changement organisationel. L'attitude de fonctionnaires à l'égard de leur statut." Sociétés contemporaines 10, no. 2 (July 1, 1992): 135–51. http://dx.doi.org/10.3917/soco.p1992.10n1.0135.
Повний текст джерелаBonnet, Estelle, and Élise Verley. "À la rencontre des Meilleurs apprentis de France et des parcours d’excellence dans la voie professionnelle courte." Diversité, no. 200 (October 2, 2022). http://dx.doi.org/10.35562/diversite.2131.
Повний текст джерелаДисертації з теми "Apprentissage professionnel – Martinique (France)"
Galibou, Gaëlle. "La face cachée de l'emploi de chargée d'attribution : le développement de compétences professionnelles spécifiques par l'expérience des situations de travail." Electronic Thesis or Diss., Antilles, 2024. http://www.theses.fr/2024ANTI1081.
Повний текст джерелаAgainst a backdrop of social crisis and major institutional and regulatory changes, the ways in which social landlords can intervene today to promote integration through housing are still being questioned. The job of allocation officer (CA) in the department of Martinique, held mainly by women, is at the heart of how these property operators operate. These women, whose work falls somewhere between that of a social worker and that of an estate agent, are primarily responsible for processing applications for social housing, based on a client interview. Their work situations are complex and dynamic (Rogalski, 2003 ; Vinatier, 2009 ; Hoc and al., 2006 ; Amalberti, 2001a), and it is difficult to set down strict common rules of action for all the prescribed tasks. Our didactic approach was motivated by our desire to answer the following set of questions: How do they learn the trade without any prior training or specific degree? What are the ways of doing things and the skills that seem to be the best suited for their jobs? Are there several equivalent ways of doing things in the same situation? How can this be taught? What do they learn? What expert practice is involved? Is there a specific practice for each work organization? Or is there a professional practice common to different work organizations? Can we talk about a model of expertise? Is it possible to define one? Their poorly documented activity is subject to multiple tensions, both generic and specific to the Martinique context. In this professional sector, learning always takes place in a work situation (Mayen, 2012). The concepts of activity and learning are closely linked. The main interest of this doctoral research is that it is being conducted in an ever-changing context (changes in labour legislation, work organization, etc.). An analysis of work shows the extent to which time constraints, specifically the need to manage time in order to increase efficiency, make it difficult for these professionals to share the knowledge and experience they have gained. The aim is precisely to understand how they learn in and through the social housing rental business. Our research, which falls within the disciplinary field of professional didactics, is characterized by the general intention of understanding the work requirements (Mayen et al., 2010) of CAs in Martinique and then how they go ! about practicing (Mayen, 2005). We will attempt to provide answers to the question of whether they construct professional conceptualizations, and especially which ones, as there is always a certain level of conceptualization, in order to deal with the situations they encounter (Mayen, 2012). Work environments, unforeseen situations, impediments (Clot, 2010) and problem-solving are all factors that need to be taken into account when analyzing the work of CAs. The scientific challenge is therefore to broaden the research on the classes of situations which, up to now, were mainly carried out in vocational didactics on the service professions. The aim is also to make the work of this social housing workers known to a wider public
Chardon, Véronique de. "L'apprentissage en France de 1851 à 1919." Paris 4, 1992. http://www.theses.fr/1992PA040087.
Повний текст джерелаDegradation of traditional apprenticeship conditions, resulting from the economical changes, leads, in 1851, to the voting of a law intending to protect the apprentices. .
Chardon-Isch, Nicole. "Apprentissage linguistique et intégration sociale d'écoliers étrangers à la Martinique." Antilles-Guyane, 2002. http://www.theses.fr/2002AGUY0084.
Повний текст джерелаThis thesis inscribes in the wide field of didactic of languages in Martinique. How do caribean stranger children learn french, how do they live? When they arrive with one or two languages (one official and the other creole), how do they learn a third language in martinican school which hasn't resolved itself the question of bilingualism? Speaking several speeches in a country causes peculiar problems, so I shall deal of maternal tongue, of sociology and immigration, of socio lingualism, of relation with the old norms, of new standard, of linguistical problems linked with oral, of psychological problems due to child development in uneasy situations, of didactical problems of teacher's formation. All these topics are interdependent. It was necessary to take the census of population of strangers, to study what martinican think about them, and to study school official structures. We've got a moderate establishment: there is not enough welcome structures in martinican school, teachers are isolated and insufficiently prepared, there is o lack of information and evaluation about the natives languages and countries of stranger children. Some isolated initiatives and a pedagogy of linguistical variation have been tried successfully. Insertion of caribean stranger children interpellates us by it critical situation
Schwerdt, Wolfgang. "Comparaison des systèmes d'apprentissage en France et en Allemagne : une analyse économétrique." Paris 1, 2001. http://www.theses.fr/2001PA010055.
Повний текст джерелаMaillard, Fabienne. "Apprentis-sages : étude comparative de populations d'apprentis-ouvriers en L.E.P." Paris 5, 1985. http://www.theses.fr/1985PA05H065.
Повний текст джерелаMarsac, Antoine. "Canoë-Kayak, des torrents au stade d’eau vive : sociologie des pratiques et ethnographie des apprentissages." Paris 10, 2008. http://www.theses.fr/2008PA100171.
Повний текст джерелаHistorically, canoeing is based on the principle of free circulation on water streams and on a tourism-oriented overview of nature. In post-war years, rivers were closed to navigation, which led kayakers to search for new spaces to practice. In the seventies, sites of wild water have been identified and classified following two logics. The first logic is a natural one, which relies on an unstable and wild environment, and is associated with tourist and sports conceptions of nature (cf. The case of Ubaye and the Porpoise River on Reunion Island). An artificially-built logic organizes itself around developments (dams, artificial rivers), from setting-up slalom poles on surface of water to the out of nothing creation of an artificial run (Wild water Stadium of Cergy). This thesis, which is based on both logics, attempts to describe the organization of kayakers via the urbanization of natural sports. This consists more precisely in studying a cross approach of the rationalization of the sports movement and of the normalization of the urban fact. How do the kayakers adapt the practices of wild water from nature to the city? Bound to the process of “sportivisation”, the urbanization of the activity would increase stability of the conditions and of the disposition of practice, especially for slalom, which is a Olympic discipline. Kayaking is now practised by city-dwellers, whose socialization and learning occur in a developed environment. An installation like the one in Cergy changes the constraints of the activity, and thus the sense of play habits (from river kayaking to freestyle) and the representations accompanying them
Kergoat, Prisca. "L’apprentissage dans les grandes entreprises (en France) : étude de trois cas." Paris 10, 2002. http://www.theses.fr/2002PA100178.
Повний текст джерелаThe reaffirmation and renewal of the value of apprenticeships that we have seen over the last two decades lead us to pose the following question : how can we define apprenticeships in major companies as a form of professional training ? The forms of apprenticeship that we have seen are radically différent and experimental. There is a separating out of the content, and also of the time, the places and the people responsible for the apprentices, and an insistence on individualised evaluations, on cultural and social dispositions, as well as a share out of power between the différent actors. These demonstrate the extent of the break with traditional forms of schooling. They lead us to think that the we are observing a new form of social control. However, faced with this situation, apprentices are actively developing both individual and collectives practices that can impact on the constraints to which they are confronted. Nevertheless, this particular form of socialisation cannot be assimilated to a proletarian socialisation. The apprentices meet rather than join a social milieu
Troger, Vincent. "Histoire des centres d'apprentissage, 1939-1959 : les enjeux économiques, politiques et culturels de la constitution de l'enseignement technique court." Paris 4, 1991. http://www.theses.fr/1990PA040154.
Повний текст джерелаThe existence of apprenticeship centers, which are actually called "lycées professionnels", was linked both to long term phenomena and events connected with a series of exceptional situation. To succeed in doing the schooling of apprenticeship, the state was steadily supported by the employers of metallurgical industries who needed schools for the training of workers. But the history of apprenticeship centers was also influenced by the intense political tensions of the period between 1939 and 1948, which made workers-training a key factor and contributed towards building up the identity of this institution amid strong contradictions between their professional and socio-cultural aims
Ardouin, Thierry. "Identité professionnelle des enseignants de l'apprentissage : essai de typologie." Paris 8, 1994. http://www.theses.fr/1994PA080931.
Повний текст джерелаThis thesis focusses on teachers in training schools, the very operational actors in this educational system and the analysis of professional situations as an indication of the construction of professional identities. The introduction sets down our problem and field of investigation which in a psychosocial and socio-educational approach shows the actors' performances confronted to the evolution of their job environment. The first part deals with the elements of the evolution of apprenticeship, the alternating educational system and the different approach of the identity concept. The second part is the methodological construction of the research. Finally the two parts show the results on the situation and the teachers' professional identity in training schools and a typology of their identity construction towards the alternating educational system
Denoyel, Noël. "Le biais du gars, la mètis des grecs et la raison expérientielle : contribution à l'étude de la culture artisane et de l'ec(h)oformation." Tours, 1998. http://www.theses.fr/1998TOUR2020.
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