Дисертації з теми "Enseignants issus de la migration"
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Delévaux, Olivier. "Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.
Повний текст джерелаThe research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population
Dozolme, Sylvie. "Les enseignants débutants du second degré issus du monde de l’entreprise." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20016.
Повний текст джерелаThis thesis describes the employability of secondary school trainee teachers who already have professional experience outside of the educational system. It traces the experiences, feelings, activities of these teachers during their year of internship and tries to identify the effects of their previous professional experience on their perception of teaching methods and on their classroom work. The study was conducted in order to understand their previous career (typical or atypical), their motivation, the initiating that led to their professional bifurcation, their difficulties and expectations towards the system... but also in their first year into the teaching profession: the former professional skills once again mobilized, their professional expectations, their grieving over losses, their suitability or not to this new job... and the professional identity related challenges that this bifurcation has generated. A cohort initially comprised of 20 teachers probationers in the region of Clermont-Ferrand, was followed during the school year 2011/2012. The diversity of the subjects taught, coupled with the plurality of educational places contributes to the richness of the materials gathered, but also limits the generalization attempts from the studied monographs. The collection of data was carried out in several phases: a) individual interviews helped to understand better the professional route of the teacher, reconstructed from a chronological point of view, leading to his second job; b) one or two audiovisual recordings of the teacher interacting with his students; c) one or two self-confrontation conversations based on these recordings; d) in parallel, each beginner had to write a professional diary in which he could express his feelings during the week; e) a year-end balance sheet made by volunteering teachers of the study with their feedback on what they considered salient events. The main results of the thesis have shown: a) the identity tensions experienced by these new teachers; b) the existence of course typicalities leading to re-professionalisation process; c) the presence of hysteresis phenomena or on the contrary the rejection of former professional practices; d) the calling for professional acts inherited from their past job experience. In the end, our research focuses on the similarities and differences in entering the teaching profession between the members of our cohort and the beginners (described in the literature) who have followed a regular curriculum, that is, ie directly from the university. This work may help provide potential assistance to trainers to better understand the tensions and identity transformations that these "new second career teachers" coming from the private sector live through and help them adapt to their new profession
Niyubahwe, Aline. "L'expérience d'insertion professionnelle des enseignantes et enseignants de migration récente au Québec." Thèse, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6972.
Повний текст джерелаTouzot, Audrey. "Migration et spécification des interneurones GABAergiques corticaux issus de la CGE au cours du développement chez la souris." Thesis, Nice, 2014. http://www.theses.fr/2014NICE4089/document.
Повний текст джерелаIn rodents, cortical interneurons (INs) originate from the medial (MGE) and caudal ganglionic eminence (CGE) according to precise temporal schedules, express a defined combination of factors, and reach their final laminar position through tangential and radial cell migration. The diversity and fate-specification of MGE-derived interneuron subtypes are well characterized however the molecular mechanisms controlling the migration and specification of CGE-derived INs are still vague. In this study, I have first investigated the migratory paths of cortical INs using a reporter line specific to the CGE, and then I have assessed the involvement of COUP-TFI and COUP-TFII, which are highly expressed in the embryonic CGE during development, in these paths. My data unravelled two major previously non-characterized migratory streams from the subpallium to the pallium: a dorsal stream (CLMS) in which CGE-derived cells migrate to the lateral GE (LGE), and a ventral one (CMMS) in which CGE-derived cells migrate to the MGE. I have characterized both streams and the already well-described caudal stream (CMS) during different stages of development and identified a series of genes expressed in the migrating cells. By inactivating COUP-TFI and/or COUP-TFII in the developing INs, these streams together with their molecular marker expression are perturbed. As a consequence, adult mutant mice have an altered distribution of interneuron subpopulations, particularly the ones derived from the CGE. Taken together, my study identified and characterized two novel CGE-derived interneuron migratory routes to the cortex and showed that COUP-TFs contribute in modulating these paths
Clément, Maxime. "Migration des fluides issus de la déshydratation des serpentinites : une étude naturelle et expérimentale." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTG066/document.
Повний текст джерелаFluid migration may be associated to several processes involved in ore deposit or the formation of forarc volcanoes that have explosive eruption. Fluid migration may also be also associated to change of rheological behavior of dehydrating serpentinite responsible of earthquakes triggering in subduction zones. However, the coupling between mechanical properties of dehydrating serpentinites, fluid migration and kinetics of dehydration reactions remains poorly constrained. This thesis provides new constraints on the link between these properties by combining a study on natural dehydrated serpentinites and experimentally dehydrated serpentinite and by evaluating the impact of metamorphic compaction, which drives fluids motion, on dehydrated serpentinites.Both natural and experimental dehydration of serpentinites produce metaperidotites that shows granular olivines or olivines elongated in the foliation plane. Both types of olivine have strong crystal preferred orientation and are correlated to antigorite as it is visible with [100] axes of granular olivines and [010] axes of elongated olivines parallel to [001] axes of antigorite. Markers of deformation were observed in foliated metaperidotites.Both naturally and experimentally dehydrated serpentinites shows fractures in which olivines have texture of rapid growth. Olivines from fractures in naturally dehydrated samples have strong crystal preferred orientation correlated to the plane of the fracturesPartially dehydrated serpentinite from Cerro del Almirez massif shows minor amount of clinoenstatite lamellae in orthoenstatite grains randomly oriented that may have been formed by martensitic transformation (mechanical twinning) of orthoenstatite. Completely dehydrated serpentinites at two meters of distance have higher amount of clinoenstatite that have two different orientations. Stress direction calculated is randomly oriented in partially dehydrated serpentinite and strongly oriented in completely dehydrated serpentinite.Results are consistent and the interpretation proposed in this thesis is that fluid migration is recorded by textures of products of dehydration reactions. Slow and pervasive fluid migration produces granular olivines with crystal preferred orientation correlated to crystal preferred orientation of antigorite by topotaxial relationships, which are fixed arrangements of crystallographic axes between two minerals due to oriented growth. Focused fluid migration change mechanisms of grain growth resulting in oriented growth of olivines in foliation plane or in plane of veins because of fluid pressure gradient. Fluid extraction lead to metamorphic compaction, which expulse residual fluids from the pores and triggered non-hydrostatic stress field. This non-hydrostatic stress field is responsible of deformation and the martensitic transformation of orthoenstatite to clinoenstatite
Bianco, Sylvie. "Écrire avec les savoirs : écart entre attentes scolaires contemporaines et productions des élèves : analyse d’écrits d’élèves raccrocheurs issus des milieux populaires." Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080105.
Повний текст джерелаOne of contemporary French society’s major information literacy challenges is the potentially growing achievement gap in the school system. The constraints of written expression in contemporary schools (essays and scripts based on complex documents) that are examined in this thesis place, at least, some pupils from working-class backgrounds in a disadvantaged position, amongst other reasons due to the implicit character of the situations they are presented with. The analysis of the characteristics of these scripts and the writing situations with which, the authors, returning drop-outs from underprivileged backgrounds are confronted with, shows that the various written expression enable pupil writers to different degrees to write whilst basing their argumentation on school knowledge. These scripts are compared with personal texts handling the subject of Returning to School which the author solicits from the individuals concerned and with interviews conducted with them. In such situations, the individuals mobilise cognitive and linguistic resources they do not use in in-school written expression. These results lead to questioning the way educational institutions take into account the obstacles that pupils encounter when attempting written expression and the way teachers’ training is built
Lehéricey, David. "L’implication des technologies de l'information et de la communication dans le développement de l’autoformation des enseignants d'école élémentaire issus de la masterisation : origines, représentations et enjeux." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100176/document.
Повний текст джерелаThe present research treats of the involvement of Information and Communication Technologies in the development of the self-training of to-be primary school teachers. The context in which this research settles is double. Firstly, that of the setting up of the teachers’ training reform – masterisation – which took place in France from 2010 to 2013. Secondly, that of the contemporary problems related to the use of digital technology for self-training. The following work is based on data which was gathered during individual interviews with primary school teacher trainees who originated from masterisation, in order to explore their views on the profession, on the knowledge as well as on Information and Communication Technologies. Its goal is the better understanding of what self-training via ITCs represents for them, and also to bring into light the stakes engendered, in terms of career building and development. What stands out from this, is that the complexity of this rather peculiar pre-teaching phase is doubled by that of teaching and of self-training in a “digital world”. It appears that the infinite possibilities which are offered by these technologies only strengthen the need for a very solid initial training. This implies the reinforcement of human interaction through an enlightened and enlightening guidance for beginning teachers, enabling them to develop all the sooner their professional competence and to continue to make them evolve all along their career
Chemeta, David. "Nation, migration, narration : 25 ans d'histoire allemande et française vus par des rappeurs issus de l'immigration." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAC021.
Повний текст джерелаIn France and in Germany, immigration as become one of the main issues in the past decades. In this context rose also the rap music. It has a huge popularity for young people with migration background. However rappers dowrite a lot about their French or German identity. The goal of this work is to explain the paradox : how can people with migration background, expressing critics against the racism they regard as omnipresent, still feel fully French/German? We divided the work between following chapters: Context, methodologyand theories (I); analysis of different identity forms within the text corpus(II); analysis of the way rappers see their society in three chronological steps(III-V); case studies of Kery James in France and Samy Deluxe in Germany(VI)
Alphonse, 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.
Повний текст джерелаKoslowski, Adrien. "L’Enseignement Technologique Transversal chez les enseignants de Sciences de l’Ingénieur issus de différentes spécialités : étude de cas à propos du concept d’énergie." Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAL009/document.
Повний текст джерелаThis research focuses on the setting of different flexibility’s criteria established by engineering science teachers (task’s acceptation, motivation, utility perceived …) and on the comparison of methods of modeling energy between Technology and Physics. The methodology used is based on the analysis of five types of data: the collection of difficulties to teach some knowledge, the collection of difficulties specific to energy teaching, some records of interactions between teachers during a classroom simulation, the collection of students' difficulties in terms of energy concepts and the collection of potential difficulties in technological education. The results show that the teachers don’t report the same levels of difficulty for teaching energy according to their specialty as the students who report varying levels of difficulty to understand energy
Ender, Brisson Barbara. "Paysages interculturels en Autriche et expression d'écrivains issus de la migration à travers le prix littéraire de Hohenems." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC006/document.
Повний текст джерелаThe city of Hohenems, an Austrian town of about 16.000 inhabitants located in Vorarlberg, has been marked by successive waves of immigration. As a former host city for a large Jewish community and even today for many immigrant workers and refugees, a large majority of whom are Muslims, Hohenems truly embraces a long intercultural tradition. A microhistorical approach makes it possible to question the reasons and the motivations that in 2009 enabled the establishment of a literary prize for migrant authors who write in German though they are non-native German speakers. Through the concrete example of this prize, we examine the management of cultural heterogeneity at the local level and the impact of the literature of migrant authors in the German-speaking world that leads to the birth of intercultural and cross-cultural writing
Touzot, Audrey. "Migration et spécification des interneurones GABAergiques corticaux issus de la CGE au cours du développement chez la souris." Electronic Thesis or Diss., Nice, 2014. http://www.theses.fr/2014NICE4089.
Повний текст джерелаIn rodents, cortical interneurons (INs) originate from the medial (MGE) and caudal ganglionic eminence (CGE) according to precise temporal schedules, express a defined combination of factors, and reach their final laminar position through tangential and radial cell migration. The diversity and fate-specification of MGE-derived interneuron subtypes are well characterized however the molecular mechanisms controlling the migration and specification of CGE-derived INs are still vague. In this study, I have first investigated the migratory paths of cortical INs using a reporter line specific to the CGE, and then I have assessed the involvement of COUP-TFI and COUP-TFII, which are highly expressed in the embryonic CGE during development, in these paths. My data unravelled two major previously non-characterized migratory streams from the subpallium to the pallium: a dorsal stream (CLMS) in which CGE-derived cells migrate to the lateral GE (LGE), and a ventral one (CMMS) in which CGE-derived cells migrate to the MGE. I have characterized both streams and the already well-described caudal stream (CMS) during different stages of development and identified a series of genes expressed in the migrating cells. By inactivating COUP-TFI and/or COUP-TFII in the developing INs, these streams together with their molecular marker expression are perturbed. As a consequence, adult mutant mice have an altered distribution of interneuron subpopulations, particularly the ones derived from the CGE. Taken together, my study identified and characterized two novel CGE-derived interneuron migratory routes to the cortex and showed that COUP-TFs contribute in modulating these paths
FERRY, CECILE. "La migration du radon-222 dans un sol. Application aux stockages de residus issus du traitement des minerais d'uranium." Paris 11, 2000. http://www.theses.fr/2000PA112086.
Повний текст джерелаBehar, David. "Le voyage initiatique : activation et devenir des habitudes d'héritiers migrants issus de la grande bourgeoisie turque." Paris, EHESS, 2007. http://www.theses.fr/2007EHES0036.
Повний текст джерелаThe premise of this work is to explore how a cosmopolitan bourgeoisie converts its social resources in the context of a globalized education and a globalized economy, undertaking a novel case study: Turkey. It analyses the transmission process and the specific rites of initiation in a group of families ail possessing an extensive social capital accumulated over time and sharing a common agenda to mobilize the resources offered by the international field. The initiatory journey of the heirs of the Turkish bourgeoisie is a journey in the literal sense, as it involves a complex migratory cycle with several departures and returns. However, since the first departure and the final return are planned at the same time, their migration presents one less unknown factor when compared to other migration patterns. This research shows that the international dimension of the rites of initiation is the central element of a model of transmission determining access to prestigious educational institutions and to the most selective working positions, both on the international market and in the country of origin. This approach is original in that it focuses on the contradictory situations through a detailed study of socializ¬ing contexts and relationship choices. The costs of the initiatory journey appear then to be very high. The unexpected readjustment crisis experienced in the first years after final return to Turkey is in direct contradiction to the established idea that the heirs have completed their socialization when the successive challenges of their formation have been conquered. The success of transmission process depends on the ability to compromise, as there is a continuing renegotiation of the heirs' position and roles they perceive as assigned to them
Ouaskit, Saïd. "Recherche d'effets de sillage sur la charge de fragments issus de la dissociation dans une feuille mince d'ions moléculaires rapides." Lyon 1, 1986. http://www.theses.fr/1986LYO10036.
Повний текст джерелаSabatier, Cécile. "Rôle de l'école dans le développement et la construction du plurilinguisme chez des enfants issus de la migration maghrébine en France." Grenoble 3, 2004. http://www.theses.fr/2004GRE39030.
Повний текст джерелаVACHER, COPONAT CLAIRE. "Interet et premiers resultats de l'inventaire de personnalite d'eysenck dans une enquete psychosociale chez les jeunes issus de la migration maghrebine." Aix-Marseille 2, 1993. http://www.theses.fr/1993AIX20121.
Повний текст джерелаAudebert, Pascale. "Construction des identités professionnelles chez de jeunes professeurs des écoles issus des immigrations : le rôle des relations interpersonnelles des contextes familial et scolaire." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0956/document.
Повний текст джерелаThis study, conducted from a socioconstructivist framework, used qualitative methodology to explore the construction of minority teachers’ professional identity. Data collection consisted of in-depth semi-structured interviews with 20 primary school teachers aged from 30 to 35 years old (10 descendants of immigrants – 10 of French origin). The verbatim was analyzed using content analysis methodology. Comparisons between the 2 groups have shown differences and similarities in their: familial education, values, relationship to religion, career choice, professional representations. The analysis of minority teachers’ interviews has revealed the primordial contributions of interpersonal relationships in the construction of their professional Self (with significant others from family and school contexts, in particular). As descendants of immigrants they have faced specific challenges (face racism and discrimination, build an ethnic identity, etc.), the diversity of their psychosocial integration paths occurs in the construction of contrasted professional identities. Some of them are motivated by a desire of social justice, the goal of creating a bridge between mainstream culture and minority cultures becoming a career mission. Others, don’t do anything in particular for disadvantaged pupils or for those belonging to ethnic minorities
Stenou, Katérina. "Entre mémoire et avenir : représentations et symboles dans la dynamique d'une éducation "interculturelle" : enquête sur des adolescents issus de la migration grecque en Belgique." Paris 5, 1990. http://www.theses.fr/1990PA05H051.
Повний текст джерелаThe thesis is part of a trend of research aimed at understanding the process of socialization and learning in an intercultural context. Application is made to the schooling process of adolescents of Greek origin living in Belgium. Since their families migrated, these young people evolve between two constantly interacting cultural models: on the one hand, the model provised by the society of origin, Greece; on the other, the model issued by the host society, Belgium. It appears that the solution they elaborate consists into a set of meaningful symbols, understood along the lines of the Greek etymology as the two pieces of a broken object which can be put back together. The unity of a person can thus be reconstituted through such an "identification" does school select in different ways through the cultural vision of a Greek past, of Belgian present, or an European future? It depends on the ways these dual-culture adolescents will run their identificatory process. It is actually not a matter of simply choosing either culture. The adolescents dual cultural patterning enables them, logistically and symbolocally, to choose a third way, which can be seen as an international "youth culture". Finally, the thesis invites to a systematisation of theory about cultural dynamics and to an experimentation of new intercultural pedagogies, which foster cultural meetings without developing new exclusions, within an European social arena, rich of its many "differences"
Lieou, kui Evelyn. "Nouvelles cétonitrones à partir de bêta-N-hydroxyamino alpha-diazoesters issus de l'addition nucléophile d'alpha-diazoesters sur des nitrones : application à la synthèse de nouveaux iminosucres." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAV027.
Повний текст джерелаThis manuscript reports the synthesis of bicyclic iminosugars bearing a quaternary carbon at their ring junction from polyalkoxylated ketonitrones. Firstly we have studied the nucleophilic addition of α-diazoesters to nitrones. The expected β-N-hydroxyamino α-diazoesters were successfully obtained by using lithium bis(trimethylsilyl)amide as base in THF at -78 °C. Treatment of these hydroxylamines with different metal catalyst induced 1,2-hydride shift and lead to unprecedented ketonitrones. To promote this transformation, silver triflate and tetrakis acetonitrile copper hexafluorophosphate were the most effective catalyst and ten new α-alkoxymethylcarbonyl cyclic ketonitrones were prepared. Their reactivity as 1,3-dipoles in cycloaddition reactions with various dipolarophiles was investigated. Cycloadducts obtained from the reaction between these ketonitrones and allyl alcohol or homoallyl alcohol were coverted into the corresponding pyrrolizidines or indolizidines by a molybdenum-catalyzed N-O bond cleavage. Subsequent modifications (ester reduction and benzylic ethers hydrogenolysis) gave acess to six new bicyclic iminosugars which are substituted at their ring junction. Among these molecules, the inhibitory activity evaluation revealed two potent and selective inhibitors of α-glucosidases
Côté, Philippe. "Activités de collaboration école-famille mises en place par des enseignants oeuvrant dans des écoles primaires accueillant une forte proportion d'élèves issus de milieux défavorisés." Thèse, 2015. http://constellation.uqac.ca/2996/1/CxF4txE9_uqac_0862N_10058.pdf.
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