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Статті в журналах з теми "Formation des tuteurs"
Burnier, Isabelle, Diane Bouchard-Lamothe, and Manon Tremblay. "Enseigner les habiletés de l’entrevue médicale à l’aide de patients simulés tuteurs : données d’un projet pilote." Pédagogie Médicale 19, no. 4 (November 2018): 161–69. http://dx.doi.org/10.1051/pmed/2019024.
Повний текст джерелаMalglaive, Gérard. "L'alternance dans la formation des ingénieurs." L’Orientation scolaire et professionnelle 21, no. 3 (1992): 269–82. http://dx.doi.org/10.3406/binop.1992.1404.
Повний текст джерелаPoellhuber, Bruno, Martine Chomienne, and Thierry Karsenti. "L’effet du tutorat individuel sur le sentiment d’auto-efficacité et la persévérance en formation à distance." Revue des sciences de l’éducation 37, no. 3 (March 11, 2013): 569–93. http://dx.doi.org/10.7202/1014758ar.
Повний текст джерелаPelé-Peycelon, Marine. "« Tu sais ce que tu fais » ? Quand la configuration tutorale au sein de l’entreprise soutient le développement de la pratique du tuteur débutant." SHS Web of Conferences 146 (2022): 02002. http://dx.doi.org/10.1051/shsconf/202214602002.
Повний текст джерелаBerrouk, Said, and Alain Jaillet. "Discours et impact de tuteurs en formation à distance." Éla. Études de linguistique appliquée 160, no. 4 (2010): 479. http://dx.doi.org/10.3917/ela.160.0479.
Повний текст джерелаChaubet, Philippe, Enrique Correa Molina, and Colette Gervais. "Considérations méthodologiques pour aborder la compétence à « réfléchir » ou à « faire réfléchir » sur sa pratique en enseignement." Phronesis 2, no. 1 (May 15, 2013): 28–40. http://dx.doi.org/10.7202/1015637ar.
Повний текст джерелаDemeester, Anne. "Dix questions-clés pour avoir les idées claires sur le concept de portfolio." Pédagogie Médicale 22, no. 4 (2021): 189–93. http://dx.doi.org/10.1051/pmed/2021027.
Повний текст джерелаDenis, Brigitte. "Quels rôles et quelle formation pour les tuteurs intervenant dans des dispositifs de formation à distance ?" Distances et savoirs 1, no. 1 (March 31, 2003): 19–46. http://dx.doi.org/10.3166/ds.1.19-46.
Повний текст джерелаHardy, Marcelle, and Louise Ménard. "Alternance travail-études : les effets des stages dans la formation professionnelle des élèves." Revue des sciences de l'éducation 34, no. 3 (March 23, 2009): 689–709. http://dx.doi.org/10.7202/029514ar.
Повний текст джерелаMaleyrot, Eric. "Responsabilité sociale d’entreprise au regard des tuteurs de stage : le cas de la direction d’un institut de formation en masso-kinésithérapie confrontée à la réforme des études." Phronesis 10, no. 4 (November 22, 2021): 60–83. http://dx.doi.org/10.7202/1083978ar.
Повний текст джерелаДисертації з теми "Formation des tuteurs"
Dir, Mélissa. "Analyse de l'activité professionnelle des tuteurs en formation à distance." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2053.
Повний текст джерелаThis research focuses on the work of distance learning tutors and its development opportunities. The analysis of activity combines a clinical approach (Clot, 1999) and a holistic approach (Engeström, 2000) at the crossing of work psychology, ergonomics and third-generation Cultural Historical Activity Theory. It focuses on the activity of six distance learning tutors from a distance learning company. After an exploratory investigation, the data collection is composed of interviews “to a double”, simple self-confrontation and crossed self-confrontation interviews. At the same time, other data enrich the analysis: ethnographic data, prescriptive data, and traces data about distance learning tutors and e-learners. The results show differences between prescribed work and real work. They also reveal several contradictions and obstacles to the development mainly related to the rigidity of the prescriptive framework. Likewise, the major role of tools in developmental processes is highlighted. Then, the results underline the nodal nature of the activity even though organizational conditions seem to respond to an industrial logic. In this regard, the absence of peer-to-peer exchanges, in particular, questions the work development opportunities. This is all the more important given that distance learning tutors activity appears to contribute to the "recreation" of a specific professional genre:"trainer"
Vincent, Caroline. "Interactions pédagogiques "fortement multimodales" en ligne : le cas de tuteurs en formation." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00765986.
Повний текст джерелаCaroline, Vincent. "Interactions pédagogiques "fortement multimodales" en ligne: le cas de tuteurs en formation." Phd thesis, Ecole normale supérieure Lettres et Sciences Humaines - ENS-LSH Lyon, 2012. http://tel.archives-ouvertes.fr/tel-01066562.
Повний текст джерелаMorenon, Olivier. "Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2097/document.
Повний текст джерелаThe vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience
Ollivier, Elisabeth. "Une approche d'analyse clinique d'orientation didactique professionnelle des situations de travail "cœur de métier" des assistants de service social en vue de leur formation." Thesis, Nantes, 2016. http://www.theses.fr/2016NANT2028/document.
Повний текст джерелаThe social worker's training, assistants of social's service, is based since 2004 on frames of reference and on an reaffirmed integrative alternation prescription. The thesis examines the processes of training from professional situations and tne questions that the tutors are facing In their induction. The thesis belongs to an interactionist and constructivist historico-cultural perspective with the fundamental idea that learning has a social origin. We led an analysis of work's contexts then of tutor-trainee debriefings within an theorise understanding orientation and a professional didactic viewpoint (Vergnaud, 1996 ; Pastré, 2011 ; Vinatier, 2009). The tutors's mediation schemes show the complexity of the work-situations and to act it professional. They show that the trainers encounter several dilemmas in their induction : choosing between the transmission and the professional knowledge's construction, positioning themselves close or distant in the relationship with trainees. A co-analyse with them shows the potential of a reflective recovery for the professional's development. The research affirms the importance of the analysis of the identity's existing issues and the knowledge's construction existing issues articulating in workplace. The research brings new perspectives for initial and continued formation
Bodergat, Jean-Yves. "L'accompagnement comme démarche de formation : pour une intelligibilité des processus à l'oeuvre dans l'élaboration du mémoire professionnel des enseignants." Caen, 2006. http://www.theses.fr/2006CAEN1451.
Повний текст джерелаKunegel, Patrick. "Tutorat et développement de compétences en situation de travail : essai de caractérisation des logiques tutorales." Paris, CNAM, 2006. http://www.theses.fr/2006CNAM0529.
Повний текст джерелаThe development of training in alternation (sandwich courses between school and workplace) has reactivated the age-old function of tutoring. But these practices, often qualified as "spontaneous", are difficult to understand in their modes of implemted reasoning. The purpose of this research is to answer the following question : is tutoring, in work situation, an organized activity ? The interactions filmed between tutors and their apprentice, in real situation, offer protocols for a research situated in an analysis reference framework of professional didactic. The first results concern the "configurations" used as basis for the transformation of competences. The second part concerns the outstanding characteristics of the tutoral shoring. The results clarify several aspects of the enigmatic part of training in alternation : apprenticeship in workplace
Rappin, Baptiste. "L'accompagnement des dirigeants d'entreprise : vers une herméneutique du coaching." Nice, 2006. http://www.theses.fr/2006NICE0026.
Повний текст джерелаThis doctoral thesis aims at developing hermeneutics of company's manager accompaniment that is named coaching. The call for hermeneutics comes from our willing to surpassing the epistemologies that are bound to metaphysics of subjectivity and are always swung between subjectivism and objectivism. That's why our thought process relies on the notion of “hermeneutic circle” : we don't have to get rid of this circle in the name of the axiological neutrality but, on the contrary, our work consists in appropriating it in order to understand how subject and object are indissociably bound. The first step in unveiling the hermeneutic circle lay in receiving the Sense coming from coaching. We put an upper case letter to “Sense”, because we don't want to find subjective intentions (traditional qualitative methodology) : our goal is to be as sensible as possible to the spreading of Being that escape to actors. So, through coaching, we will bring out the grounds of modernity : primacy of subjectivity, rationalism and utilitarianism, progressionism, materialism, egalitarianism ; and of post modernity : collapse of historic stories, limited rationality, cult of ego. The second step in unveiling the hermeneutic circle consists in showing prejudices structuring the being-in-the-world of the researcher and the research. If, as hermeneutics defends it, interpretation is considered as clarifying our pre-understanding of the world, then we have to bring our prejudices into light. Three elements will be tackled : surpassing the subjectivity with philosophical and/or initiatory accompaniment ; returning to the Greek sources and to a way of life based on art, game and tragedy ; calling for Chinese thought that impregnate martial arts as way of developing human being. Three alternatives to the grounds of modernity and to coaching
Souchard, Laurent. "Les logiciels tuteurs fermés: institutions d'apprentissage et d'enseignement ? : le cas du début du secondaire." Paris 7, 2009. http://www.theses.fr/2009PA070030.
Повний текст джерелаClosed Tutors Software or CTS are used in classrooms in many schools in mathematics. To analyze their potential role in the school, we have built a model based on the notion of institution, central to the Anthropological Theory of Didactics, defined by us, based on criteria of social reality, legitimacy, stability and specificity. To understand whether CTS can be used as an institution of teaching and learning, each of four software in our study has been fully inspected by an expert whose captures videos allow us some comparisons with the work of students our experiment. The decryption of all data was conducted using a software analysis of behavior, the Observer from Noldus. More specifically, with regard to mathematics learning, we chose to analyze how the four CTS offer numeracy, whether arithmetic, numerical or algebraic. For this, the theoretical framework developed by Houdement and Kuzniak for learning geometry has been extended including the notions of paradigm and workspace. The tests we conducted we have shown that CTS of our study can hardly be used as an autonomous institution of the regular classroom which is the primary institution. But their use can be valued for student learning by creating parallel institutions adapted
Do, Marine. "Tuteurs et changement : la professionnalisation des infirmières en question : continuité, transformation ou mutation d'une profession." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20089/document.
Повний текст джерелаIn a world of continuous change, training procedures should implement new ways to boost dynamic adaptation to change. This research focuses on the change brought in vocational nursing training after 2009 Reform. It accounts for the phenomena related to the transformation process within the profession; in particular, how to shift from a former training system to a new one. It reports about emerging professional practices and the ability of tutors in nursing to seize new logical approaches to support their students on their vocational path. The starting point is the hypothesis that the internship tutor’s role or the professionalization of their supervisory activities, are significant vectors in their trainees’ proficiency and the professionalism of an entire vocation. The suggested theoretical approach sheds light on the new relationship to knowledge in the logical acquisition of skills. The results are based on an observation of participants, 50 collective and individual semi-structured interviews conducted with various actors involved in the professionalization of learners in two hospitals at separate times. The analysis has enabled to identify several logical approaches regarding change and also notice the importance of supporting the actors on the field in a social constructivist dynamics for a sustainable transformation of their practices
Книги з теми "Formation des tuteurs"
vin, Bernard He. Manuel de coaching: Champ d'action et pratique. 2nd ed. Paris: InterE ditions, 2007.
Знайти повний текст джерелаBournois, Frank, Thierry Chavel, and Alain Filleron. Le grand livre du coaching. Paris: Eyrolles/Éditions d'Organisation, 2008.
Знайти повний текст джерелаSabon, Guy. La formation des tuteurs et des maîtres d'apprentissage. EME Editions Sociales Françaises (ESF), 1995.
Знайти повний текст джерелаRizzello, Mirella. La formation professionnelle pose-diplome dans le métier d'enseignant: Les jeunes enseignants et leur tuteur dans le système scolaire italien. 2001.
Знайти повний текст джерелаЧастини книг з теми "Formation des tuteurs"
Zaid, Abdelkarim, and Joël Lebeaume. "Chapitre 3. Dynamiques didactiques en jeu et temporalités. Points de vue des apprentis ingénieurs et de leurs tuteurs." In La formation d’ingénieurs en alternance, 79–102. Presses universitaires du Septentrion, 2015. http://dx.doi.org/10.4000/books.septentrion.18956.
Повний текст джерелаZaid, Abdelkarim, and Catherine Couturier. "Chapitre 2. Les rythmes d’alternance : ce qu’en disent les apprentis ingénieurs, les tuteurs ingénieurs, les formateurs académiques et les employeurs." In La formation d’ingénieurs en alternance, 61–78. Presses universitaires du Septentrion, 2015. http://dx.doi.org/10.4000/books.septentrion.18955.
Повний текст джерелаChaliès, Sébastien, and Stefano Bertone. "Les interactions entre les enseignants novices stagiaires et leurs tuteurs : former des enseignants à partir des règles de métier." In Analyse du travail et formation dans les métiers de l'éducation, 137. De Boeck Supérieur, 2015. http://dx.doi.org/10.3917/dbu.lussi.2015.01.0137.
Повний текст джерелаPiot, Thierry. "Chapitre 3. La collaboration entre formateurs d’école et tuteurs de stage en formation professionnelle par alternance." In Savoirs au travail, 59–72. Éducagri éditions, 2017. http://dx.doi.org/10.3917/edagri.gardi.2017.01.0059.
Повний текст джерелаKanouté, Fasal, Julia Ndibnu-Messina Éthé, and Rajae Guennouni Hassani. "Chapitre 4. Dynamique de supervision dans le cadre de l’Initiative francophone pour la formation à distance des maîtres : points de vue de tuteurs et de superviseurs au Sénégal." In Perspectives pour la formation des maîtres en Francophonie, 225–51. Autrement, 2021. http://dx.doi.org/10.3917/autre.depov.2021.01.0225.
Повний текст джерелаMoussay, Sylvie. "Chapitre 5. Quelle expérience du travail d’observation du tuteur ESPE et du tuteur EPLE ?" In Alternance intégrative et formation des enseignants, 105–17. Presses Universitaires de Bordeaux, 2019. http://dx.doi.org/10.4000/books.pub.46530.
Повний текст джерелаWallet, Jacques. "Chapitre 6. L’évolution de la « mission » de tuteur dans l’accompagnement à distance." In Perspectives en éducation et formation, 117–30. De Boeck Supérieur, 2017. http://dx.doi.org/10.3917/dbu.jorro.2017.01.0117.
Повний текст джерелаSumputh, Malini. "Chapitre 9. Conduire, guider, escorter : une posture spécifique du tuteur pour un nouveau rapport au savoir." In Perspectives en éducation et formation, 119–28. De Boeck Supérieur, 2009. http://dx.doi.org/10.3917/dbu.kim.2009.01.0119.
Повний текст джерелаGaudillere, Nicolas, and Denis Loizon. "MULTIPLICITÉ DES TEMPORALITÉS ET ACTIVITÉ DÉCISIONNELLE POUR APPRÉHENDER LE SAVOIR EN CIRCULATION ENTRE LE TUTEUR ET L’ENSEIGNANT STAGIAIRE." In Entre l’université et l’école : la temporalité dans l’alternance en formation professionnelle en enseignement d’éducation physique, 87–106. Presses de l'Université Laval, 2021. http://dx.doi.org/10.2307/j.ctv1kbgsgs.7.
Повний текст джерелаТези доповідей конференцій з теми "Formation des tuteurs"
Hafez, Stéphane Ahmad. "Comment optimiser les formations ouvertes et à distance ? Le cas de PRO FLE à l’Université Libanaise. « L’eau, goutte à goutte creuse le roc ! »." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2568.
Повний текст джерела