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Статті в журналах з теми "Maître d’apprentissage":
Olivier, Anne. "Se construire comme maître d’apprentissage." Éducation Permanente N° 238, no. 1 (March 18, 2024): 121–28. http://dx.doi.org/10.3917/edpe.238.0121.
Ruchaud, Anaïs. "Un maître d’apprentissage." VST - Vie sociale et traitements N°147, no. 3 (2020): 92. http://dx.doi.org/10.3917/vst.147.0092.
Dumas-Carré, Andrée, Annick Weil-Barais, Kostas Ravanis, and Fataneh Shourcheh. "Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative." Bulletin de psychologie 56, no. 466 (2003): 493–508. http://dx.doi.org/10.3406/bupsy.2003.15240.
Léonard, Érika. "Formateur/maître d’apprentissage : une rivalité féconde ?" Éducation Permanente N° 234-235, no. 1 (June 5, 2023): 33–41. http://dx.doi.org/10.3917/edpe.234.0033.
Bories-Dedieu, Eliane. "Représentation sociale de la fonction de maître d’apprentissage." Les dossiers des sciences de l’éducation 11, no. 1 (2004): 77–88. http://dx.doi.org/10.3406/dsedu.2004.1039.
Capdevielle, Valérie. "Arrêter une formation par alternance. Les enjeux de la relation au maître apprentissage." Diversité 180, no. 1 (2015): 100–105. http://dx.doi.org/10.3406/diver.2015.4048.
Garcion-Vautor, Laurence. "Analyse didactique d’une situation d’apprentissage particulière à l’école maternelle française: les rituels du matin." Swiss Journal of Educational Research 25, no. 2 (July 25, 2018): 235–50. http://dx.doi.org/10.24452/sjer.25.2.4662.
Wiacek Le Verger, Anna. "Présentation de la modélisation en PNL. Relation maître–apprenti." Roczniki Humanistyczne 67, no. 8 (November 4, 2019): 185–200. http://dx.doi.org/10.18290/rh.2019.67.8-12.
Le Bourgeois-Viron, Roselyne, and Catherine Rebiffé. "Problématiser en classe d’histoire à l’école élémentaire : deux exemples de situations scolaires." Nouveaux cahiers de la recherche en éducation 15, no. 1 (January 4, 2013): 35–49. http://dx.doi.org/10.7202/1013378ar.
Postel, Philippe. "La pensée du roman dans René Leys." Littérature N° 210, no. 2 (June 15, 2023): 59–75. http://dx.doi.org/10.3917/litt.210.0059.
Дисертації з теми "Maître d’apprentissage":
Augereau, Flore. "Démarches d’apprentissage et de professionnalisation d’acteurs : quêtes artistiques et identitaires." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20013/document.
This thesis analyzes the path of actors from the moment their vocation started until their first steps as professional actors, on the basis of their own words (autobiographical stories, personal journal, letters, interviews). Since its appearance in the 15th century, acting as a profession has been subject to ambivalent social interests when it comes to deciding to become an actor. The actor used to be highly touted by the audience despite his being considered as a person of loose values. By choosing an unusual professional path, the actor inevitably needs to marginalize himself and to join an elite. Starting from the 18th century, the actor would claim his choice to be selfless to restore the image of this occupation. But the appearance of the director within the theatrical organization during the 20th century would impose an artistic ideal which needed to be common to all members of the theater company, who thus had to put their personal motivations aside. At the time, the only school in this area, the Academy of Dramatic Arts, was accused of inciting its students to showing off. This ideal thus became a concern for the next generations of schools and trainings. Within avant-garde schools and companies, when learning how to be a professional actor, the student faced the artistic and ethical approach of the person he saw as his teacher. Later on, various schools and trainings appeared: with higher schools or alternative experimental areas (student theater, semi-professional companies), the student now has to deal with several teachers and directors throughout his learning path, who all have their own approach. On the one hand, the teaching approach and the creation process of the young actor implies that he trusts these teachers and directors and accepts to take part to the experiences they offer him. But on a longer term, he/she should also learn to put those aside in order to reach his/her artistic emancipation
Olivier, Anne. "La formation des maîtres d’apprentissage en collectivités territoriales en question." Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080118.
Apprenticeship is now one of the government's priority issues for youth training. Integrated into the field of vocational training as a field in its own right, its implementation requires an actor, without whom nothing is possible, the apprenticeship master in a work situation. This function is relatively recent in local authorities and seems to be relatively unknown, following the opening up of the public sector to apprenticeship at the end of the 20th century.Who is it? What does it do? On what basis does one access this function? What is its training? These are some of the questions that are asked through this research to identify the specificity of this category of actors preliminary to any training proposal.This exploratory study is based on the testimonies of apprenticeship masters working in local authorities and intermunicipal cooperation establishments. In a diachronic and synchronic perspective, the first part is dedicated to a historical exploration that allows us to understand the evolution and the issues of this mode of training in the profession through the ages, and the second part questions the status and identity of the apprentice master today in this sector of activity. In the third part, the unthoughts and the challenges of training this category of actors are identified
Soriani, Alessandro. "L’influence des dynamiques relationnelles dans des contextes numériques sur le climat social des environnements d’apprentissage." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA043.
Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career, but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the research presents a phenomenology of the witness of 21 teachers and 365 boys and girls who are part of 4 schools, in two cities and in two different countries: France and Italy
Gaye, Abdoulaye. "Entre éducation non formelle et informelle, l’apprentissage professionnel « traditionnel » au Sénégal : analyse des pratiques des maîtres d’apprentissage et de leurs impacts sur les apprentis." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H065.
The current study focuses on ways of developing the vocational skills of young apprentices who have little or no formal education in a traditional apprenticeship situation in informal Production units in Senegal (workshops in automobile mechanics, metal carpentry and refrigeration in three cities). The research is based on in situ observation times of this learning environment through work, on interviews with the "Masters" Masters of apprenticeship and with apprentices. The thesis describes the context of these training situations very different from those of the vocational lycée and gives an insight into the daily life of these workshops as places for the transmission of vocational skills. It analyses the modes of intervention of the teachers, their conceptions of learning and the meaning attributed to their actions. It also asks what impact these training situations have on apprentices
Favreau, Cécile. "Approche psycho-développementale de la diversité des pratiques tutorales dans les petites entreprises : influence du rapport au savoir sur l'activité des artisans maîtres d'apprentissage." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00989934.
Favreau, Cécile. "Approche psycho-développementale de la diversité des pratiques tutorales dans les petites entreprises : influence du rapport au savoir sur l'activité des artisans maîtres d'apprentissage." Electronic Thesis or Diss., Toulouse 2, 2013. http://www.theses.fr/2013TOU20116.
The objective of this thesis is to evaluate how the relations to learning of the artisans serving as Apprenticeship Masters (MA) influence the diversity of tutorial practices they implement towards level V apprentices. Tutorial practices are studied according to the activity model formalized by Leontiev (1975) and defined on the basis of the dynamic relation existing between motives, actions and operations structuring tutorial activity. The population studied consists of the 153 apprenticeship master craftsmen from the Midi-Pyrénées Region who answered the questionnaire specifically elaborated for this research, entitled “Being an Apprenticeship Master today”. Following a multi-varied analysis, 15 of them, representatives of the various modes Apprenticeship Masters have of fulfilling their function, were selected through semi-directive research interviews for an in-depth analysis of the links between relations to learning and tutorial practices. The data triangulation led to the conclusion that, among the population of Apprenticeship Master Craftsmen, there exists a great variety of both tutorial function fulfilling modes and types of relations to learning. The results also indicate that these relations influence the Masters’ tutorial function fulfilling mode as they contribute to the elaboration of the significance the Masters impart to their tutoring activity. All dimensions of their relation to learning considered, it appears that the meaning taken by the Masters’ own schooling experience plays a critical part in so far as it participates in the formation of the motives that induced them to dedicate themselves to their apprenticeship master function.This research enables to pinpoint the importance, in order to explain the diversity of tutorial practices and apprentice training organizing modes encountered in micro-businesses, of both Apprenticeship Masters’ personal socio-familial histories and the significance and value they impart to their personal school and professional itineraries; it also contributes to the formalization of proposals that aim at providing explanations, regarding the training and professionalization of Apprenticeship Masters
Частини книг з теми "Maître d’apprentissage":
Lopez, Maryse. "Les écoles normales nationales d’apprentissage et la formation des maîtres de l’enseignement professionnel." In La formation des maîtres, 105–18. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.50048.