Дисертації з теми "Apprentissage professionnel – Martinique (France)"
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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.
Повний текст джерелаTarrin, Laurence. "L'Apprentissage féminin dans les pays de la Loire : trajectoires sociales et professionnelles." Nantes, 1994. http://www.theses.fr/1994NANT3006.
Повний текст джерелаIn the loire region nowadays, one out of four registered apprentices or young people in alterntate education is a girl. Girls who choose that kind of education are fewer than boys and they are mostly involved in hairdressing and sale. Gender division of labour is still a fact as far as vocational training is concerned. Girls usually do better than boys at school and therefore should retain the advantage but, actually starting and finishing apprenticeships as well as worxing conditions are always more difficult for them than boys. In order to face these difficulties, girls tned to develop what we could call "compensation strategies". Far from fighting the system wich binds them down, they try to imrove their environment with behaviours and relationships. As a result, girls, who find it harder than their male equivalents to reach professional success, try to compensate with family success
Plas, Laurent. "Les représentation sociales des maîtres d'apprentissage et la production des compétences sociales des apprentis du BTP." Versailles-St Quentin en Yvelines, 2012. http://www.theses.fr/2012VERS014S.
Повний текст джерелаThis thesis has ground to the training by learning construction and more particularly the identification of social skills produced in the particular context of the dual training. This research builds on the speech of the Masters of learning and guardians of apprentices. It has three assumptions that after our research shows a lack of benchmarks for training in identification skills to produce in the context of learning in the construction trades on the one hand, the need for adapt the training arrangements in terms of individual and organization of training on the other hand and the need for these players to learn about the mastery of social interaction while opening several new avenues of study. The research thus demonstrating the dual nature of competence among produced learner and factual engenders a strong challenge concepts around methods, structures, content, organization, management and patterns of vocational training as well as learning process in subjects training. .
Mendes, Sylvie. "Les processus de transition vers le marché du travail : une comparaison de l'insertion des apprentis et des lycéens." Orléans, 2003. http://www.theses.fr/2003ORLE0506.
Повний текст джерелаLugnier, Michel. "La loi quinquennale sur l'emploi de 1993 et le service public de formation professionnelle." Dijon, 2001. http://www.theses.fr/2001DIJOL010.
Повний текст джерелаAlternately apprehended at various historical periods as a means of control of the working class and/or the youth, an economic development lever or a tool of fight against school failure, vocational training has to face a multiplicity of objectives. That conveys the difficulty in conceiving a teaching able to integrate able to integrate the theorical and practical sides of an education which claims to be on the same wavelength as the most recent technological developments. Thus, the ambiguities of a national policy supported, after the Second World War, and by a strict intervention with a territorial logic in order to adapt the new training policy of the 80% set up at the time to the local level. By putting an end to the egalitarian paradigm of a centralizing state in which vocational training had grown so far the first decentralization laws then provided the local communities with a power of influence which the quinquennial law of 1993 has more recently strengthened. To emphasize what is at stake in the process of regionalization of vocational training, we have applied ourselves to underline some serious tendencies which have marked the initial vocational training machinery in its spatial dimension after the passing of a law considered by some as the expression of a recurrent and manifest will of dismantling the national system of vocational training under cover of efficiency
Pougnet-Rozan, Stéphanie. "La gestion des apprentis, levier de développement de la GRH ? : une approche contingente et politique." Grenoble, 2010. http://www.theses.fr/2010GRENG009.
Повний текст джерелаTo what extent does the management of apprentices (AM) fit into the human resource management (HRM) of the enterprise? From a strategic and institutional exploratory study, the author argues that apprenticeship, as a system, is generally used as a mechanism for regulating the training market and employment. Apprenticeship helps companies manage anticipatory the skills they require, especially managerial skills. Through an investigation of 8 cases of companies, the author shows how far the variety and uniqueness of the issues and modes of AM are due to a variety of contingency frameworks and to a plurality of logics of representation. In addition, the AM, which invariably contributes to the retention and managerialisation of personnel and to the flexibility of HRM, is accompanied by segmentation and change dynamics in HRM. Through a comparative diagnosis of 16 cases of typical companies, the author identifies that the degree of segmentation between AM and HRM in the areas of recruitment, training, management, evaluation, remuneration, depends on instruments introduced by the school in Enterprise, rather than on policies, practices or actors. As an experiment, the author then introduces some AM instruments in 4 representative firms and examines how the HRM then changes: it spreads, is diversifying, becoming more professional, takes responsibility. The updated results of the research conducted in this thesis lead to the formulation of recommendations for action
Arroyo, Antonio. "Professionnalisation et développement professionnel : cas des agents de sécurité privée de la branche surveillance humaine en France." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR088.
Повний текст джерелаThis academic research task focuses on the tension between the institutional discourse on the professionalization of private security in France and on the learning and practice process of the profession by security agents. Different factors point to the issue of the institutional project of the professionalization and of the training systems. The researcher brings to light, with a qualitative and multidimentional approach, the institutional intentions and the gap between the displayed speech and reality. In the field, the security agents feel uncomfortable at the beginning of their profession, when they understand what their profession truly is. To fulfill the objectives of the contract, they build an informal standard risk of acceptance, the key-driver of the training process. The action thus developed allows the security agents to learn in the course of their activity. The swift evolution of institutional expectancies in security matters transforms the operators and calls them in a new relation to action. The answers given require a global approach to risk prevention and management on sites and territories (mostly with the public attending). A new concept of coproduction of private and public security is born and the institutional discourse then changes in appearance, but the operational reality remains ill-adjusted
Monnot, Alexis. "L'évaluation de la formation professionnelle : Analyse des pratiques, de leurs déterminants et des conséquences d'une évaluation des apprentissages sur l'efficacité de la formation." Paris 1, 2012. http://www.theses.fr/2012PA010049.
Повний текст джерелаLe, Bas Alain. "De la gymnastique sportive à l'activité gymnique en éducation physique : une recherche d'ingénierie didactique au cycle des apprentissages fondamentaux de l'école primaire." Caen, 1995. http://www.theses.fr/1995CAEN1170.
Повний текст джерелаThe research which is presented, is a research about a didactic engineering. It concerns the action of teaching, as regards the producing of teachable contents, which are operational means of the action of teaching, and as regards the deepeining of knowledges about the operation of this didactic system. From a conceptual scope, namely a multireferenced reading aid of a compund reality, (peripheral sciences such as psychologics, sociologics, biologics. . . ), the research develops three stages. The first one is a stage of "preliminary analyses" of this didactic sytem, whose aim is to identify the main features before any intervention in the prospect of an assessment. The secons one is a stage of an "a priori analysis" which leads to a proposition of didactic choises, organizing the teaching and the putting into practice, relying on an epistemoligical approach to gymnastics and on the identification of the tunctional caracteristics of pupils who are beginners in this subject. The third one is a stage of an "a posteriori analysis" comparing the initial project, with the real operation of the couple teaching-learning, from the facts collected during the lessons, in order to ratify the experience of feasability, expansion and critical appropriation
Girard, Lucile. "Des femmes en blanc : La « fabrication » des infirmières." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH019/document.
Повний текст джерелаThe purpose of this PhD thesis is to understand how French nurses are groomed. We will focus on their initial training. How does a common educational background manage to produce such different practitioners? Firstly, a socio-historical approach of the emergence of this professional group will enlighten its internal dynamics especially regarding the institutional education. The training is held by senior nurses, who define the specific tasks and duties of nurses.In a second step, starting from a qualitative and localized fieldwork, we will aim at understanding the recruitment and socialization of student nurses. Recruiting obviously begins with the nursing school entrance examination but continues on throughout the studies, following two patterns. On the one hand, at school, the senior nurses teach versatile skills. On the other hand, during internships in health institutions, the exercising nurses select the students fit to become nurses in this particular institution
Sauvage, Frédéric. "L'insertion organisationnelle des futurs cadres par l'apprentissage : pour une approche en termes de construction et d'évaluation des compétences." Lille 1, 2000. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2000/50374-2000-9.pdf.
Повний текст джерелаLevêque, Audrey. "Le néo-corporatisme réinterpellé : analyse comparée de deux politiques d'accès à l'emploi, l'apprentissage industriel en Belgique et le contrat de qualification "jeunes" en France." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2006. http://tel.archives-ouvertes.fr/tel-00133512.
Повний текст джерелаBezzari, Samira. "Le rôle de la dimension interculturelle dans la formation des adultes en milieu professionnel : le cas des cadres impatriés et expatriés en France et au Maroc." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20051.
Повний текст джерелаAt a time when the need for Intercultural Communicative Skills is often asserted for international and international executives working in a multicultural professional environment, the triggers likely to develop them are not well known today. This thesis aims to understand how these skills are built in mobile executives in two countries: France and Morocco.The problem that guides research concerns the rôle of the intercultural dimension in adult éducation, focusing on defining the place of initial and continuing training in foreign languages and the rôle of formai and informai continuing éducation in intercultural communication. The study does not stop at the level of the language approach or at the level of what is involved in intercultural communication, but rather at the analysis of the learning processes (on the sides of the learners), (On the side of the intercultural trainers) and their organization (on the side of the trainers). The thesis aimed to anchor the framework of the training of professionals in an intercultural approach. Such an approach amounts to contrasting the culturalist models which favor the comparison between cultures and the conception of culture as a biological data in order to be part of an approach that favors the interrelation and dynamics between cultures. Without this intercultural approach, exploring the field of professional mobility on the basis of interculturality has little meaning.Based on an empirical study associating quantitative and qualitative paradigms, some salient results, highlighted by the thesis, show that behind the intercultural discourse are many contradictions in the teaching of languages and cultures and in Formai intercultural communication. The attempt to create an in-between for cultures is often reduced to a description of the culture of otherness with direct or indirect représentations largely "folklorized". This makes learning Intercultural Communicative Skills problematic especially in the absence of clearly defined engineering in intercultural adult éducation. In addition, informai intercultural learning would seem relevant, particularly when it is based on socialization and peer reciprocity. This learning would benefit from being institutionalized in the two territories of the survey
Chouaibi, Najoua. "La construction de l'expertise des praticiens en soins de santé non conventionnels dans l'acquisition de leur legitimité professionnelle : une approche en France et en Tunisie." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0508/document.
Повний текст джерелаThe exercise of non-conventional practices is now confronted with various difficulties in the search of legitimacy, particularly the professional one.The practitioners, practicing in this field, create an independent activity on a slight illegitimate knowledge, from a standard perspective. This studied population of practitioners cover many segments: non-conventional doctors, therapists without medical qualifications, and shamans. This research study is done by comparing above mentioned three segments in France and Tunisia, also by showing the importance of learning and constructing the expertise in a low- regulated market in different societal contexts.In this context, this first theoretical insight is completed which interest, in the science of management, in the mode of learning and construction of expertise in entrepreneurship.The construction of expertise supposes a learning of the declarative and procedural knowledge. This procedural knowledge, combined through the learning by the experience, enlarge and modify the knowledge resulting from the academic formation, by the theorization of the practice.Thus, through a qualitative research conducted in France and Tunisia, understanding dynamics of construction of expertise of different practitioners, whose course is constructed differently according to their attributes and professional affiliations, allowed us to determine the types of legitimacy acquired
Quenson, Emmanuel. "L'école d'apprentissage Renault (1919-1989)." Paris 10, 1999. http://www.theses.fr/1999PA100123.
Повний текст джерелаMarcellin, Catherine. "Un système cognitif polymorphe enculturé. Langues, langages et cognition." Thesis, La Réunion, 2012. http://www.theses.fr/2012LARE0033/document.
Повний текст джерелаThis research work is about the specific characteristics linked to learning in a multicultural context. It takes place at the crossroads between reflections on the conceptual fields dealing with the teenagers’ mental lexis and the two great existing cognitive orientations, in relation with local culture in vocational schools in Reunion Island. The context of this study lies in observing that learners might preferentially activate a certain kind of logic: whether it be an abstract logic or a natural logic depending on the contexts of integration. There exist two systems of development, which are parallel. One conditions the other according to its localization. Thus, there might be a relation between the linguistic codes used on the island and the learners’ performances at school. Two groups of teenagers attending the same vocational school in the island agreed to submit themselves to a battery of tests. This sample of data stands as numerically sufficient to describe and observe behavior and existing relations inside our population. Concerning of tests, were taken in the assessment-diagnosis implemented by the French Ministry of Education – their levels are: entering the consolidation of knowledge and the end of them. Then some Piaget’s evaluations as well as evaluations Binet-Simon were used. They suggest a loss in performance of around 40% between the level of the second year of primary school and the level at entering the first of secondary school. Less than one pupil out of two succeeds at the evaluations. The Piaget’s evaluations and the evaluation on verbal thinking linked with cognitive age would be that of a 9 year old
Delattre-Destemberg, Emmanuelle. "Les enfants de Terpsichore : histoire de l'École et des élèves de la danse de l'Académie de musique (1783-1913)." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV056.
Повний текст джерелаThis study aims at introducing a story of the Music Academy ballet students in the 19th century (1783-1913). The ballet students’ identities and their positions as apprentices come to light through the different steps of the institutional setting-up of that Academy. This thesis goes beyond administrative history and unveils the genuine socioeconomic conditions of children at work. For many reasons going from economic issues concerning their training to ballet cultural practises, the Music Academy students are at the heart of urban and theatrical life of XIXth century Paris. Eventually, an analysis of the ballet dancers ‘ freedom of movement and of the different teaching methods in Europe allows to pinpoint the mechanisms of a cultural domination speech, built by the music Academy and claimed to come from it too, throughout the Western world
Du, Yixiong. "La transmission du patrimoine culturel immatériel par le biais de la formation : étude comparative du mode de formation professionnelle des artisans de la céramique en Chine et en France." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100193.
Повний текст джерелаToday, the transmission of intangible cultural heritage remains an international issue that touches not only the preservation of the past but also the practical question of the development of creative economy. However, this transmission can be realized via various educational channels, whether it is formal or non-formal, which could aim to train professionals or amateurs. This thesis decided to choose the artisanal heritage and its transmission as the research subject, with a particular focus on formal and non-formal formations, which are considered as devices for the professional transmission of the artisanal heritage. The author advanced the topic towards a specific field, that of the craft of ceramics and carried out a comparative study on formal and non-formal formations, organized under the context of two contrasting societies, that of China and France, which transmit this craft. By analyzing the talks of 28 ceramists, including 14 independent ceramists (7 Chinese and 7 French) and 14 ceramists-employees (7 Chinese and 7 French), this thesis aims to offer a clear understanding on what are the prevailing modes (formal and non-formal) of vocational training in the craft of ceramics, that favored mostly by the ceramic practitioners in China and France. Observations and perspectives have been made on the similarities and differences in terms of practices and routines of transfer, acquisition, and creation of knowledge and the know-how of each of the training mode, adopted under the different social contexts of China and France, which are marked by sharp contrasts