Дисертації з теми "Sciences de l'éducation et de la formation"
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Hamel, Liliane. "L'éveil à la métaconscience et la formation du gestionnnaire." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26433/26433.pdf.
Повний текст джерелаCastelnau, Laure. "Rapport au savoir et transmission psychique dans les situations d’enseignement et de formation : études cliniques." Paris 10, 2013. http://www.theses.fr/2013PA100203.
Повний текст джерелаThis research deals with questions of transmission in education and training. It is introduced by a prologue devoted to a reflexion on the author’s modifications in relation to reading and writing, thus permitting her affiliation to educational sciences. The first part is devoted to the study of pedagogic interactions in the class between teacher and pupils. These questions are introduced by a reflexion on the relationship to knowledge. A corpus of pedagogical situations arising from the author’s teaching practice is studied. The research undertaken in this way allowed her to apprehend certain mechanisms of cross identifications in the class and to envisage their effects on the pupils’ relationship to knowledge. The second part consists of a study of the Pygmalion myth in education. This begins with an analysis proposed by S. Freud on the story of Gradiva. The character of Pygmalion is understood by the study of G. B. Shaw’s play. The analysis is based on the evolution of the pedagogic relationship between Professor Higgins and his pupil Eliza. This part also provides the opportunity to re-examine “the Pygmalion effect” in education. The third part deals with certain transmission effects in a professional Master of training for trainers, viewed via an observation of practical analysis, and completed by clinical interviews between professionals and students. The hypothesis is examined that participation in this seminary at the start of training can accompany students in their professional positioning and their motivation for training. The conclusions from this carefully defined research permit the author to raise certain hypotheses concerning transmission in education and training
Guillaumin, Catherine. "Formation, professionnalité et alternance : Contribution à l'approche de la dialectique, changement/inertie en éducation." Tours, 2000. http://www.theses.fr/2000TOUR2030.
Повний текст джерелаL'Heudé, Sylvie. "Contribution à l'étude de l'illétrisme : Dynamique associative et stratégies des acteurs en formation." Tours, 2000. http://www.theses.fr/2000TOUR2038.
Повний текст джерелаMohib, Najoua. "Dispositifs de formation et développement des compétences professionnelles : la question de l'engagement dans l'agir professionnel." Université Louis Pasteur (Strasbourg) (1971-2008), 2005. https://publication-theses.unistra.fr/restreint/theses_doctorat/2005/MOHIB_Najoua_2005.pdf.
Повний текст джерелаFacing the economic imperative of the « promotion of intensive competitiveness, we find that under social pressures, deep modifications- especially being closer to the working world – are needed. Within this context, priority is now giver to a strategy of “thinking towards action” of training programs the aim of which is to establish the creation of activities based on the professional competence showed both by the initial idea and its practical implications. After an analysis of the processes of research leading to enlighten the development of potential, we then face the question: “how are they being created and how one can be trained to create them?” We decided to approach the problem, traditionally analyzed from the point of view of the realization of actions, under a new angle: the passage towards action. The starting point leading this work is that in order to commit oneself to professional action- meaning being able to face risks and uncertainties to do so – the individual must feel that a “role model”, who has authority, gives permission. In order to explore the processes underlying the commitment of the subject to action geared towards efficiency together with the legitimacy attached to organizations aiming at changing individuals, we based ourselves on a qualitative work founded on the analysis of discourse. The corpus behind this research analyzed 12 pedagogical documents, 22 interactive propositions lead by 3 acting individuals: former leaners, supervisors and tutors. The results show the difficulty to grasp the complexity of the “studied matter” they lead us however to change slightly our starting research hypothesis. The various forms of “legitimization” leading to the process of authorization refer more to a quest both towards socialization and recognition by others rather than to a personal individual reference
Linard, Monique. "Machines à représenter : l'analogie des images et la logique de l'ordinateur en éducation et formation." Paris 10, 1987. http://www.theses.fr/1987PA100154.
Повний текст джерелаA synthesis of twenty years of personal studies in the field of educational technologies, especially on the relations between the learning individual and machines such as video tape recorders and computers. A journey, both theoretical and experimental from linguistics to CAI and artificial intelligence via audio-visual aids and psychology. "Representation" is the central concept used to analyze the many dimensions and effects of the massive introduction of new artificial cognitive objects (electronic pictures and programs) within the natural cognitive processes of learning man. Video cameras and computers each objectify and modelize in its specific way one of the main two different human modes of mental representation : the sensitive global analogic, and the rational analytic logic mode with their feedback loops and interactivity, both machines prove both efficient mediato complex, ambivalent cognitive intruders with effects, both positive and negative, on the learning processes. An hypothesis is that a new mode of mental narcissism is developing in the mirror type of interactions between human inner-and machine outer representation, a possible origin of the considerable behavioral interindividual differences observed in the field. Besides, the computer logic would induce in some individuals a neurotic drift of obsessional type, from a position of mastery (legitimate) to one of ascendency (neurotic) through all-powerful control of formal abstract worlds
Castonguay, Mireille. "Efficacité, enseignement et formation à l'enseignement." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27875/27875.pdf.
Повний текст джерелаTeachers affect strongly what their students learn. Results from value added studies are unequivocial about it. As we now know how important are the teachers to promote student achievement, we have to offer them the best preparation possible. But how to make sure that teachers are prepared the best way? What would be the elements to incorporate into a teacher preparation programs to assure its effectiveness ? In order to answer this question, we adopted the conceptual frame offered by Medley (1977). This frame aims to assess the preparation of teachers with two loops, namely validation loop and assessment loop. Our two literature reviews allowed us to link these two loops and to answer this question: The competencies aimed at in validation loop, namely practices that help students learn, are there those aimed at in the teacher preparation programs? In other words, is the preparation of tomorrow’s teachers intended to prepare them to use practices identified by research to be the most effective to help students improve their academic performance? Pedagogical practices derived from research on teacher effectiveness, proven to promote student academic performance, are not present in teacher education programs. Structured and explicit teaching, found to be the most effective by research, is disregarded in teacher education programs in benefit of constructivist teaching, identified by research to be less effective to help students learn, but perceived favourably by faculty members. Therefore, we conclude that the elements to take into account in the elaboration of an effective teacher education program would be those linked to practices identified by research to promote student learning, namely structured and explicit teaching.
Paul, Patrick. "Pratiques médicales, formations et transdisciplinarité : Contribution à la construction d'un modèle bio-cognitif de formation de la personne." Tours, 2001. http://www.theses.fr/2001TOUR2007.
Повний текст джерелаChabot, Édith. "Information et formation dans l'enseignement supérieur : transactions cognitives et informatives de l'étudiant lors du parcours doctoral et rôle du professionnel de l'information et de la documentation." Tours, 2000. http://www.theses.fr/2000TOUR2029.
Повний текст джерелаLeguy, Patrice. "Le chef-d'oeuvre : une expérience existentielle initiatique entre travail et formation : Contribution à l'approche anthropo-formative des transitions professionnelles à l'aide de récits de trois Meilleurs Ouvriers de France." Tours, 2002. http://www.theses.fr/2002TOUR2022.
Повний текст джерелаRodrigues, Armindo Jose. "Les maitres du i. Er cycle et les conditions d'enseignement - apprentissage au portugal. Etude de cas." Caen, 1993. http://www.theses.fr/1993CAEN1151.
Повний текст джерелаThe aim of this thesis is the study eferganisational and functiening conditions of the teaching - learning situations in the primary achool. Its first part presents the curriculum cemponents of the educational referm which is taking place in portugal, then it everviews the state of art of the research about the teacher's role and functions concerning the passage from the formal curriculum te the real curriculum, and ends with the description of the model and tools of data collection and analysis in a ethnomethodological perspective. Its second part describes the specific ways of organisation, structuration and functionning of the the teaching activities in thres primary classes. Finally, it presents some conclusions about the teacher's role towards the curriculum
Ethuin, Nathalie. "A l'école du parti : L'éducation et la formation des militants et des cadres au Parti communiste français (1970-2003)." Lille 2, 2003. http://www.theses.fr/2003LIL20020.
Повний текст джерелаUntil the beginning of the 90s, the French Communist Party had its own education system to train militants and officials, through a specific network of schools. This dissertation first gives an account of how these schools were operated from the 70s until 1995 - when they were done away. The analysis of date drawn from the archives of the " central schools " and of the " central section for education " enables to give a sharp insight into the contents of the communist curricula, its elaboration and evolution. Interviews with officials in charge of education, with tutors as well as with militants who attented the schools help to understand why and how education was the object of various uses, expectations and identity investments. The schools appear as devices of partisan socialization, that explicitly aim at the assimilation of the official political line of the party and of the communist ideology. They are consequently a particularly relavant locus for the study of the ideologization of engagement and the mechanisms through which the identity of communist militants is constructed. In the second part, the author investigates the various reasons explaining how the schools network was dismantled and finally replaced by a more diverse system of training courses, that relies on different principles. An ethnographic inquiry of these courses puts light on the mechanisms through wich the communist identity and ideology come recomposed. On the wole, this thesis stands as a contribution to the analysis of the transformations of the communist institution, seen from the point of view of the militant training system
Forissier, Thomas. "Les valeurs implicites dans l'éducation à l'environnement : analyse de la formation d'enseignants de SVT (Sciences de la Vie et de la Terre) et des conceptions de futurs enseignants français, allemands et portugais." Lyon 1, 2003. http://www.theses.fr/2003LYO10165.
Повний текст джерелаMorais, Sylvie. "L' expérience de l’artistique comme pratique de soi en formation : une approche phénoménologique." Paris 13, 2012. http://www.theses.fr/2012PA131022.
Повний текст джерелаSpeaking of artistic practice as a formative experience seems to be obvious in the world of education. Artistic practice meets the requirements of Bildung – formation-education – as suggested by the German term, in that it allows realizing the formation of the person. In art education and artistic mediation, artistic practice contributes significantly to the formative and educational values of art, when it is led to the development of the person. However, it seems that there is little question about the meaning that makes this formation experience for anyone who takes part. According to a phenomenological approach, the aim is to make sense of the experience of artistic practice as self-training of formation, as it is experienced and explained by six co-researcher artists. In the framework of the human formativity explained by B. Honoré, the existentiale analysis experience allows to make sense of the conditions for the emergence of self-formation. The study reveals the context of creation as having a central role in driving formative experience. The self-formation and intersubjectivity appear as basic requirements in the performance of person formation. Research suggests ways of thinking about the organization of artistic education and suggests new teaching strategies and procedures accompanying artistic mediation. Finally, it proposes a method of research and a rigorous methodological model offered in education researcher concerned with the understanding of human experience
Araujo, De Rezende Alvares Lillian. "Les télécentres d'information et affaires comme moyen pour l'éducation corporative en petites et moyennes entreprises." Phd thesis, Université du Sud Toulon Var, 2010. http://tel.archives-ouvertes.fr/tel-00502549.
Повний текст джерелаDrechsler, Michèle. "Les pratiques du socialbookmarking dans le domaine de l'éducation : affordances sémantiques, socio-cognitives et formatives." Thesis, Metz, 2009. http://www.theses.fr/2009METZ018L/document.
Повний текст джерелаThe web has become participatory and new practices of categorization of information are emerging, based on the communities of interest in social strategies of indexing numerical resources on line and produsage characterized by the production of collaborative contents by users (A. Bruns). The new approaches hightlight a new organization of knowledge sharing. This research studies the practice of sharing knowledge in the web with socialbookmarking in the field of education. Educational resources are at the heart of the teachers' s profession and the digital resources must be defined. We make an instrumental approach of digital resources within the theory of activity. A semantic approach of social indexing with the analyse of 10 000 educational resources allows us to establish its potentialities and its limits and we try to draw a provisional ontology in the field of education. We support in the Engeström's and the study of different virtual communities of practice in socialbookmarking allow us to define the various activities for the digital taggers and resources' s users. We determine the tensions between «producers» and «consumer» of resources, the legality of knowledge and experts and amators, the dynamic raised between the members. Building on the learning theories, we show that these environments are privileged spaces of «personal knowledge management», and development of professional skills
Henriquez, Sarella. "Problèmes de la recherche en éducation : production, diffusion, internationalisation, formation et pratiques éducatives." Paris 5, 1987. http://www.theses.fr/1987PA05H108.
Повний текст джерелаNédélec, Lucas. "L'éducation aux sciences dans un monde incertain : comment les enseignantes appréhendent-elles les incertitudes de la question vive de la transition agroécologique ? : étude de cas auprès d'enseignantes de l'éducation nationale et de l'enseignement agricole en contextes de formation." Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20038/document.
Повний текст джерелаAppear by now some social, political, informational uncertainties that structure the dynamic of the controversies in the social space. Within classroom, the teaching of socially acute questions (as nuclear energy, GMOs, animal welfare, etc) provides the opportunity to work on these uncertainties. How do the uncertainties encountered by science teachers reconfigure their relation to the knowledge involved in the controversy and the representation they have about science teaching? I investigated in two educational systems, general education (biology teachers) and agricultural education (teachers from different disciplines) around the acute question of agroecological transition. Overall, socially acute questions expose the teachers to epistemic insecurity. Intrinsically, these questions lead them to construct their point of view on the subject during the course preparation or potentially during the teaching activity. It implies a reconfiguration of their professional posture that some of them accept, mourning epistemic completeness, and that others don’t accept, looking for strengthening their position concerning knowledge mastering. My observation of professional training situations – around mapping controversies or developing a pedagogical scenario – shows that some devices of socio-scientific inquiry allow an exploration of the question’s complexity. However, efficient tools have still to be thought or adapted, as scenarios of the future, in complement with a real epistemological and informational training of science teachers. These are the living conditions of an uncertainty education that would give to the citizens resources for a reappropriation of their futures and, finally, create opportunities whose socio-political relevance is the proper horizon
Touchard, Yves. "L'école : faire et comprendre - la contribution de l'éducation physique à la construction de la culture scientifique de l'homme de demain." Poitiers, 1997. http://www.theses.fr/1997POIT2292.
Повний текст джерелаFradette, Angèle. "L'alliance entre les théories féministes et la formation universitaire : le cas de l'institut Simone de Beauvoir." Paris 10, 1995. http://www.theses.fr/1995PA100095.
Повний текст джерелаThis dissertation explores the North American phenomenon of women's studies as a new model of education for women. Using a comprehensive perspective on women's education, this analysis simultaneously addresses the socialization of women at the university and those feminist pedagogical strategies which attempt to respond to women's "under-socialization" within the academic milieu. A review of the relevant literature stresses the importance of context in pedagogy and the interaction between the "actors" (teachers and students) and their contexts. These are key concepts for the understanding of the contribution of feminist theories to the field of university education. In order to render the context of feminist pedagogy more comprehensive, there is also a review of the history of women in post-secondary education. The case study of the Simone de Beauvoir institute of Concordia university in Montréal (Québec) illustrates the complexity of the process of the "desocialization-resocialization" of women on the basis of: (1) an historical and organizational study of the institute: and (2) a series of non-directive interviews with students regarding the contents and pedagogical methods used in women's studies courses they have taken at the institute. The main results of this research are of a dichotomous nature: the case study reveals the apparent resignation of women as a group from participation within the university structures. However, il also reveals the acquired pedagogical knowledge essential as much for women as a group as for the field of educational theory. This acquired pedagogical knowledge locates individual women and women as group at the university as social actors engaged in a struggle to better their situation. In conclusion, women's studies is a new educational model for women which is still largely in a process of
Nagels, Marc. "Analyse de l’activité et développement de l’auto-efficacité : Contribution à une théorie agentique de la formation des compétences critiques des cadres et dirigeants de la santé publique." Paris 10, 2008. http://www.theses.fr/2008PA100050.
Повний текст джерелаThe aim of this research was to measure the contribution of activity analysis to the development of self-efficacy in the workplace. Our population was comprised of public health executives and managers in training at the French School of Public Health. The research question focused on how to articulate the notion of critical competencies, notoriously difficult to acquire, with cognitive theory and the theory of conceptualization in action. These different but complementary theoretical approaches lead to the idea that activity analysis and agency may contribute explicitly to establishing a model of critical competencies training. Three sources of information data have been exploited. The first characterizes critical competencies in the field of public health management. The second results from measures of the level of job-related self efficacy (697 trainees from the EHESP). The third demonstrates how a system of activity analysis pertaining to managerial decision-making contributes to an increase in self efficacy. This result is particularly significant for those trainees with an initially low level of self efficacy. These results indicate that in all cases in which an increase in self efficacy has occurred, irrespective of whether the individuals concerned have benefited or not from established modes of training, activity analysis or self-conducted activity analysis has been the most determining factor in promoting an increase in self efficacy. Thus, this research strengthens the hypothesis that activity analysis and agency represent two major conditions for the formation of critical competencies, i. E. Of effective adaptation of the professional to his work environment
Moneyron, Anne. "Eco-savoir, transformation expérientielle et alternances : contributions à l'approche anthropo-formation du geste à partir de "conversations" sur la peur de la nature et la vigilance avec des bergers transhumants des Pyrénèes." Tours, 2001. http://www.theses.fr/2001TOUR2034.
Повний текст джерелаMaleyrot, Eric. "Evolution de la fonction et de l'identité professionnelle des maîtres formateurs de l'enseignement du premier degré." Nantes, 2012. http://www.theses.fr/2012NANT3039.
Повний текст джерелаTo adapt the school system to economic, cultural and social changing, new modes of regulation in education and training policies are implemented. The teachers in France, as in other developed countries, are confronted with a series of reforms. The reform of initial teacher training in 2010, called the teachers’ “masterisation” is one of the last events marking these institutional transformations. This research focuses on the changes in the function and professional identity of French first degree mentor teachers. These professionals, hardly studied these last two decades, have the particularity to perform a dual function. These school teachers are in charge of a pupils’ class in primary school and have also a mission as trainer in initial teacher training. Based on a theoretical framework linking the concepts of institutional arrangement, professional identity and professional ordeal, the study first queries the various institutional arrangements that regulate these professionals' activities before and after the 2010 reform. It highlights the latest developments in their dual function. Then, a longitudinal survey, through participant observation and comprehensive interviews with nine mentor teachers employed in the department of Loire-Atlantique, identifies professional ordeals experienced by this group. These ordeals provide access to elements that construct and transform over time these mentor teachers’ professional identities
Huraux-Masselot, Pascale. "De la formation initiale en didactique des mathématiques (en centre I. U. F. M. ) aux pratiques quotidiennes en mathématiques, en classe, des professeurs d'école (une étude de cas)." Paris 7, 2000. http://www.theses.fr/2000PA070074.
Повний текст джерелаBellelle, Swan. "L’approche transductive en analyse institutionnelle : les deux logiques de l'éducation tout au long et tout au large de la vie." Thesis, Paris 8, 2014. http://www.theses.fr/2014PA080009.
Повний текст джерелаThis thesis could interest anyone wishing to think his life in its transversality. It could also interest practitioner wanting to think differently its educational, formative practices beyond the hypothetico-deductive logic. This thesis proposes to develop a transductive approach involving tension two logics heralding an intermediary formative space : in-between
Le, Bihan Jean-Claude. "La formation en langue des maîtres du 1er degré : problèmes épistémologiques et pratiques : le cas de l'anglais." Compiègne, 1999. http://www.theses.fr/1999COMP1204.
Повний текст джерелаJeziorski, Agnieszka, and Agnieszka Jeziorski. "Étude des représentations sociales du développement durable dans une perspective didactique : une contribution à la formation des enseignants à l'éducation au développement durable : le cas des futurs enseignants québécois et français de sciences de la nature et de sciences humaines et sociales." Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25242.
Повний текст джерелаSuivant les préconisations internationales, de nombreux pays ont mis en place des politiques nationales en termes d’éducation au développement durable (EDD). Ainsi, cette éducation a été progressivement intégrée dans les systèmes scolaires français et québécois, ce qui a des conséquences - plus ou moins importantes selon son degré d’implémentation curriculaire - pour les enseignants et leur formation. Cette recherche vise à repérer la manière dont les futurs enseignants québécois de sciences et technologie et d’univers social d’une part et les futurs enseignants français de sciences de la vie et de la Terre et d’histoire-géographie d’autre part se représentent le développement durable (DD) et l’EDD. Pour ce faire une approche pluri-méthodologique associant deux outils complémentaires, le questionnaire et l’entretien semi-directif, est employée. Le cadre théorique, - construit autour des concepts de représentations sociales (RS) et de questions socialement vives -, ainsi qu’une posture interprétative-critique, orientent la lecture et l’interprétation des résultats, notamment en soulignant l’émergence d’un curriculum caché de l’EDD et d’une posture de partialité tacite sous prétexte de neutralité chez les futurs enseignants. L’étude met en lumière une RS du DD qui serait emboitée dans celle de l’environnement-ressource chez les quatre sous-populations interrogées ainsi que des spécificités socioculturelles et/ou professionnelles-disciplinaires, se manifestant notamment par l’intégration des dimensions sociales, politiques et institutionnelles. Au vu de l’ensemble des données recueillies, on retient chez les futurs enseignants interrogés quatre champs de tensions qui reflètent la coexistence de deux approches de l’EDD : l’une transmissive et l’autre socioconstructiviste transformatrice. Ces tensions se rapportent aux questions de neutralité, d’enseignement des controverses, de finalités et d’interdisciplinarité. Cette recherche apporte ainsi un éclairage approfondi et renouvelé quant aux appuis et obstacles à l’institutionnalisation d’une EDD critique et comporte finalement des propositions d’intervention didactique en matière de formation des enseignants susceptibles de développer une compétence critique chez des futurs enseignants, d’enrichir leurs représentations du DD et de prendre conscience des enjeux liés à son introduction dans la sphère éducative dans le but de prendre des décisions rationnelles quant à leur engagement potentiel dans l’EDD. Mots clés : représentations sociales, éducation au développement durable, contextes, questions socialement vives, formation des enseignants, éducation critique.
In accordance with international recommendations, many countries have implemented national policies on education for sustainable development (ESD). These policies have, for example, been gradually integrated into the school systems of France and Quebec. This has consequences for both teachers and teacher training, which will vary in importance depending on the extent to which ESD has been integrated into the curriculum. This research aims to identify how future Quebecois teachers of science and technology and social studies, on the one hand, and future French teachers of the life and earth sciences and history and geography, on the other hand, represent sustainable development and ESD. To this end, a multi-methodological approach was used that draws on two complementary tools, a questionnaire and semi-structured interviews. A theoretical framework built around the concepts of social representations (SR) and socially acute questions together with a critical-interpretative posture guide the reading and interpretation of the results, highlighting the emergence of a hidden ESD curriculum and a posture of tacit partiality in the guise of the future teachers’ neutrality. The study brings to light a social representation of SD that is nested in the SR of the environment-resources among the four sub-populations surveyed as well as socio-cultural and/or professional-disciplinary specificities, which are manifested in particular by the integration of social, political and institutional dimensions. Based on the data collected, four areas of tension were identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive, and the other transformative and social constructivist. These tensions are related to questions of neutrality, the teaching of controversy, goals and interdisciplinarity. This study thus provides an in-depth, up-to-date clarification of the factors that support or hinder the institutionalization of a critical ESD. Finally, it includes proposals for educational intervention in teacher training so as to develop future teachers’ critical skills, to enrich their representations of SD and to develop their awareness of the issues related to its introduction into the educational sphere so that they can make rational decisions about their potential involvement in ESD. Key words: social representations, education for sustainable development, contexts, socially acute questions, teacher training, critical education.
In accordance with international recommendations, many countries have implemented national policies on education for sustainable development (ESD). These policies have, for example, been gradually integrated into the school systems of France and Quebec. This has consequences for both teachers and teacher training, which will vary in importance depending on the extent to which ESD has been integrated into the curriculum. This research aims to identify how future Quebecois teachers of science and technology and social studies, on the one hand, and future French teachers of the life and earth sciences and history and geography, on the other hand, represent sustainable development and ESD. To this end, a multi-methodological approach was used that draws on two complementary tools, a questionnaire and semi-structured interviews. A theoretical framework built around the concepts of social representations (SR) and socially acute questions together with a critical-interpretative posture guide the reading and interpretation of the results, highlighting the emergence of a hidden ESD curriculum and a posture of tacit partiality in the guise of the future teachers’ neutrality. The study brings to light a social representation of SD that is nested in the SR of the environment-resources among the four sub-populations surveyed as well as socio-cultural and/or professional-disciplinary specificities, which are manifested in particular by the integration of social, political and institutional dimensions. Based on the data collected, four areas of tension were identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive, and the other transformative and social constructivist. These tensions are related to questions of neutrality, the teaching of controversy, goals and interdisciplinarity. This study thus provides an in-depth, up-to-date clarification of the factors that support or hinder the institutionalization of a critical ESD. Finally, it includes proposals for educational intervention in teacher training so as to develop future teachers’ critical skills, to enrich their representations of SD and to develop their awareness of the issues related to its introduction into the educational sphere so that they can make rational decisions about their potential involvement in ESD. Key words: social representations, education for sustainable development, contexts, socially acute questions, teacher training, critical education.
Moussavou, Raymonde. "L'intégration des savoirs endogènes dans les cours de sciences au Gabon : Points de vue d'enseignants et d'enseignantes en formation." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28663/28663.pdf.
Повний текст джерелаJeziorski, Agnieszka. "Étude des représentations sociales du développement durable dans une perspective didactique : une contribution à la formation des enseignants à l'éducation au développement durable : Le cas des futurs enseignants québécois et français de sciences de la nature et de sciences humaines et sociales." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3028.
Повний текст джерелаEducation for sustainable development (ESD) has been gradually integrated into the school systems of France and Quebec. This has consequences for both teachers and teacher training. This research aims to identify how future Quebecois teachers of science and technology and social studies, on the one hand, and future French teachers of the life and earth sciences and history and geography, on the other hand, represent sustainable development and ESD. To this end, a multi-methodological approach was used that draws on two complementary tools, a questionnaire and semi-structured interviews. A theoretical framework built around the concepts of social representations (SR) and socially acute questions together with a critical-interpretative posture guide the reading and interpretation of the results. The study brings to light a social representation of SD that is nested in the SR of the environment-resources among the four sub-populations surveyed as well as socio-cultural and/or professional-disciplinary specificities, which are manifested in particular by the integration of social, political and institutional dimensions. Based on the data collected, four areas of tension were identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive, and the other transformative and social constructivist. This study thus provides an in-depth, up-to-date clarification of the factors that support or hinder the institutionalization of a critical ESD. Finally, it includes proposals for educational intervention in teacher training so as to enrich future teachers' representations of SD
Guey, Emmanuelle. "Les sciences humaines (pédagogie-psychologie-sociologie) dans la formation des maîtres de l'enseignement primaire (1920-1969) : étude historique sur une institutionnalisation discontinue." Paris 8, 2013. http://www.theses.fr/2013PA083893.
Повний текст джерелаThe main subject of this thesis is the study of the discontinuous institutional validation of three subjects -pedagogy-psychology-sociology- for the school-teacher formation, structured around the particular Sorbonne’s history concerning pedagogics educational science, between 1920 and 1969. Our research is based onto the official curriculum of formation which we compared to editorial popularization (school text-books) Enlightened by biographical focuses, these analysises show that these school disciplines are the results of scientifics and pedagogics political commitments. Taking up these social considerations, the curricula look like time markers of an era. Having access to the status of applied sciences (1920-1940), they depart from the university authority tutory, and then become independent and finally create new disciplines (1947-1969). This process highlights the school-teachers course formation as a productive place of hybrid sciences. Nevertheless, as the after-war era privileges this creative dynamism, these disciplines will never be academically acknowledged. At the turn of this half century studied, we could say that it is rather dissolution of the pedagogics educational science than a consolidation. More than only a study of the transfer from the higher education to the primary school, the thesis explains a non linear complex process of co elaboration of the school teacher knowledge structuring the definition of new formation contents from a professional point of view and the structuration of pedagogics educational science included in the academic field
Berthelot, Michèle. "Étude de la contribution du programme de formation-information pour l'environnement à la pérennisation de l'éducation relative à l'environnement dans l'enseignement primaire sénégalais." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24477/24477.pdf.
Повний текст джерелаVieren, René. "Pratiques pedagogiques et representations. Un projet de formation alternee, negocie avec des etudiants en s. T. A. P. S." Caen, 1989. http://www.theses.fr/1989CAEN1059.
Повний текст джерелаThe research-question comes from pedagogical questions about teacher education in physical education for students who mostly intend to be sports-teachers in secondary school or grammar-school. After evaluating his practice, the teacher-searcher undertakes to identify his students' representations when they are talking about lessons they prepare and teach. Three methods are used : - a correspondances factor analysis of answers questionaire about expectations for their education, - a classical analysis of contents with an original classifica- tion system allowing to compare students of three succesive years, - a qualitative analysis to identity the procedures and strate- gies of preparations and theaching. The searcher induces some hidden representations into the students teaching practices and the results are going to follow up activities
Beauvais, Azzaro Martine. "Sciences et savoirs en éducation : légitimité(s) en question(s). Contribution pour une approche critique de conceptions de formation : le cas de la programmation neuro-linguistique." Lille 1, 2001. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2001/50377-2001-11-1.pdf.
Повний текст джерелаBenhlal, Mohamed. "Le collège d'Azrou et la formation d'une élite berbère civile et militaire au Maroc : 1927-1956." Université de Provence. Département de sociologie, 2002. http://www.theses.fr/2002AIX10011.
Повний текст джерелаNavel, Christophe. "Conception de l'être humain et du développement intégral de l'élève de nouveaux diplômés universitaires en enseignement et en d'autres domaines." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27795/27795.pdf.
Повний текст джерелаChatziangelidou, Kalliopi. "L'application de la stratégie de Lisbonne dans une Europe hétérogène. Le cas de l'éducation et de la formation dans les pays du Sud." Phd thesis, Aix-Marseille Université, 2013. http://tel.archives-ouvertes.fr/tel-00870289.
Повний текст джерелаWalters, Kesi. "La communauté d'apprentissage en réseau en contexte de langue seconde : une recherche-formation." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30092/30092.pdf.
Повний текст джерелаThis research-formation study looks at the way in which the introduction and development of a networked learning community (Laferrière, 2005) in a second language learning context enriches the learning environment and promotes language learning through a variety of ways, among them peer scaffolding (Donato, 1994). In the networked learning community of this study, the learners form a community between two second language classrooms in Quebec. Our results highlight the possibilities for and interest in peer scaffolding in this context and they attest to the production of works of quality by the students. At the end of the research, we propose pedagogical implications for the implementation of a networked learning community in second language contexts as well as paths for developing professional learning communities for the introduction of networked learning communities in second language contexts.
Elbaz, Françoise. "Les processus de symbolisation, contribution aux sciences de l'éducation à partir d'un dispositif spécifique mis en place dans une approche picturale de formation et/ou thérapie : le pictodrame d'André Elbaz." Paris 8, 1992. http://www.theses.fr/1996PA081150.
Повний текст джерелаThe purpose of this approach to things invented by the painter andre elbaz is in-training and or therapy through the mediums of painting and acting. My research aims at giving a basis to reflection on symbolisation understood as a process. I therefore focused, first of all, on the notion of a device set up specifically for this in-training and or therapeutic approach. The instructions punctuating the way a pictodrama develops as to its pictural, verbal and theatrical aspects do indeed show that there is such a thing as a "symbolic circuit". This is precisely what i have tried to explore. All these questions lie at the very heart of the educational sciences, these being primarily concerned with how things "change" and "deteriorate", which "processes" can constantly be correlated with certain ways of proceding ("procedures"). Thus it is that a lengthy last part called "signs and symbols (specific views on symbolisation processes)" endeavours to explore the twofold notion of sign symbol. Education and or therapy revolve around this notion and thus the question of representation, of what being "real" means, of how cognition develops from sensory and motory activity and symbolic imagining cannot be eschewed
Stoecklin, Pierre. "La performance d'une politique publique déclinée au niveau d'un territoire académique : l’institut universitaire de formation des maitres de l’académie de Montpellier et son évaluation (1991-2005)." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30026/document.
Повний текст джерелаThis study based on the sciences of education attempts to measure the results of the public policy of the training of teachers carried out in a higher education institution established in the Academy of Montpellier over a period of fifteen years, by combining assessment methods along four axes. - The observation axis of public action lists the constituent elements of the national policy, it follows the building up of the training policy, it assesses its suitability in comparison to the initial target, it rates resistance. - The observation axis of the operational management of this institution deals with the capacity of the management to liven up the university community around this project by integrating the complex functioning of the UFM. The internal relationships within the university community and those with partners have been the object of a steady attention- The observation axis dedicated to the users gives priority to inflows analysis (attractiveness of the trainings, the admission of students) and the outflows (the results in.the competitive exams). - The observation axis of the training has permitted to check the quality of the training organized by the institution assessed in comparison to several reference frames. The collection of the opinion of the state-employed trainees on the construction of their skills has been added. Finally, the hypothesis according to which there has been no global, local nor “scientific” evaluation leading to the decision to integrate the IUFM into a university has been confirmed
Alexis, Patrick. "Perceptions et pratiques de la supervision pédagogique au niveau primaire (premier et deuxième cycles fondamental) en Haïti." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29671/29671.pdf.
Повний текст джерелаAwokou, Kokou. "De l'utilisation des médias et des technologies de l'information et de la communication dans l'éducation de 1960 à 2006. Le cas du Togo." Phd thesis, Université de Rouen, 2007. http://tel.archives-ouvertes.fr/tel-00139109.
Повний текст джерелаEn Afrique, surtout dans l'espace francophone de l'Afrique de l'ouest, pour faire face aux besoins urgents d'éducation et de formation, on a assisté à la mise en œuvre de programmes d'enseignement par la radio et d'enseignement télévisuel dans des contextes où l'utilisation de ces médias n'était pas courante. Ces expériences d'enseignement par les médias ont vite été abandonnées compte tenu de leur gestion et surtout sous la pression des milieux enseignants et des parents d'élèves qui ont manifesté de forte résistance à l'endroit de ces « expérimentations ».
Plus tard, à partir de 1990, avec l'apparition des TIC et les potentialités qu'elles offrent en matière de formation en ligne, d'enseignement et de formation à distance et de la gouvernance du système d'éducation, on a assisté à la résurgence des mêmes espoirs et types discours. Tout comme par le passé, plusieurs actions sont suscitées et conduites dans le but d'introduire les TIC dans l'enseignement et la formation. Mais la question que soulèvent ces nouvelles expériences est de savoir si l'on a tiré les leçons du passé liées aux expériences d'utilisation de la radio et de la télévision ? En l'état actuel des systèmes éducatifs de certains pays d'Afrique, que peuvent réellement apporter les TIC à l'enseignement et à la formation en Afrique pour régler d'une part le problème de la forte demande d'éducation liée à la forte croissance démographique et d'autre part celui de la qualité de l'enseignement ?
S'appuyant sur les exemples d'expérimentation en matière d'utilisation de médias et de TIC dans l'enseignement et la formation qui ont eu pour cadre l'Afrique de l'ouest francophone, la thèse tente d'apporter un éclairage raisonné sur ce que l'enseignement et la formation en Afrique peut attendre aujourd'hui de l'introduction des TIC dans l'enseignement et la formation.
St-Pierre, Frédéric. "La formation initiale des gestionnaires favorise-t-elle la santé mentale et physique des travailleurs?" Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24276/24276.pdf.
Повний текст джерелаTiemtoré, Windpouiré Zacharia. "LES TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION DANS L'ÉDUCATION EN AFRIQUE SUBSAHARIENNE : DU MYTHE À LA RÉALITÉ : LE CAS DES ÉCOLES DE FORMATION DES ENSEIGNANTS AU BURKINA FASO." Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00199259.
Повний текст джерелаCe travail tente de montrer qu'une intégration des TIC en éducation, dont l'objectif déclaré est de résoudre des difficultés d'ordre structurel, institutionnel et pédagogique et de réduire l'écart socio-économique avec les pays industrialisés, constitue une utopie au stade actuel du développement du Burkina Faso. Une utopie basée sur une interprétation mythique des technologies.
Un premier chapitre réunit des éléments de contexte. Un deuxième chapitre propose un état des lieux des travaux antérieurs et les repères théoriques qui orientent cette recherche. Un troisième chapitre expose la démarche méthodologique. Un quatrième et dernier chapitre présente les résultats de l'analyse croisée de données d'observation (observation directe et fiches de renseignements), de données de contenus (textes officiels) et de données provenant de vingt-cinq entretiens d'acteurs éducatifs et politiques.
Stoecklin, Pierre. "La performance d'une politique publique déclinée au niveau d'un territoire académique : l'institut universitaire de formation des maitres de l'académie de Montpellier et son évaluation (1991-2005)." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00766165.
Повний текст джерелаBouchard, Janie. "L'EXPÉRIENCE DE SOCIALISATION SCOLAIRE : QUEL « RAPPORT À L'ÉCOLE »? Points de vue d'élèves du secondaire issus d'un milieu pluriethnique et inscrits dans différents profils de formation." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29727/29727.pdf.
Повний текст джерелаCarrier, Louis-Philippe. "L'affectivité dans la formation d'un sujet lecteur : développer la sensibilité des élèves par et pour la littérature." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25092/25092.pdf.
Повний текст джерелаRepetto, Federico. "La formation médiatisée du citoyen en Italie pendant la transition vers la deuxième République." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00690917.
Повний текст джерелаOdjoussou, Mathias. "La structuration de l'enseignement de l'éducation physique et sportive au Bénin à partir d'un nouveau programme : enjeu d'une mutation ou mutation d'un enjeu." Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00562412.
Повний текст джерелаCoutanson, Bernard. "La question de l'éducation statistique et de la formation de l'esprit statistique à l'école primaire en France. Étude exploratoire de quelques caractéristiques de situations inductrices d'un enseignement de la statistique au cycle III." Phd thesis, Université Lumière - Lyon II, 2010. http://tel.archives-ouvertes.fr/tel-00494338.
Повний текст джерелаGoetgheluck, Nicole. "Contribution des bibliothèques de l’enseignement supérieur à la formation pour la compétence informationnelle (CI) des étudiants : étude de cas : la formation portée par la Bibliothèque de l’INSA Lyon, appropriation par les différents acteurs, impacts et limites, changements culturels et professionnels." Electronic Thesis or Diss., Lyon 1, 2022. http://www.theses.fr/2022LYO10138.
Повний текст джерелаChanges in the information landscape suggest that it is necessary to acquire an information culture, i.e. technical and practical knowledge of digital tools and awareness of the issues and impacts of information to be retained, disseminated or avoided. However, universities do not systematically integrate training programmes that take this aspect into account. Our research work is situated in the context of a major school, INSA Lyon, which aims to train 'Humanist Engineers'. It questions the possibility for a university library, on the example of the Marie Curie library, to mobilise the necessary resources to encourage the setting up of a training course for information literacy. By crossing the concept of 'competence', its theoretical and practical implications for the construction of competence in the learner, with the concepts of 'information literacy' and 'information culture', we propose a model for the design of teaching-learning aimed at the construction of information literacy. This model becomes our grid for reading and analysing the documents and statements collected. All our data collection, qualitative analysis of documents, interviews with teachers and department heads, and students after the quantitative analysis of a questionnaire survey, contribute to our understanding of our research object, which is presented in this thesis. Despite the limits of this work, inherent to our posture involved in our research field, our global vision of teaching-learning aiming at the construction of information literacy shows the relevance of a training framework, but reveals the blocking points, with in particular the absence of a common vision of the information literacy necessary for engineers. As a result, students' consideration of the components of information literacy remains very heterogeneous. The blockages also lie outside the vision of information literacy and concern training for competences: conception of teaching still impregnated with the epistemic model of transmitted knowledge, collaborations often in a disciplinary or multidisciplinary mode, student rankings that prioritise disciplines, projects sometimes oriented by solutions for a client. Training for informational competence at INSA Lyon would require, before defining complex situations conducive to the mobilisation of skills, a consensus around the 'humanist engineer'. His technical and scientific culture would be recognised; he would be able to assert himself as an engineer particularly suited to relational work, not denying his role and his political responsibility in society, anxious to rely on collective intelligence and the sharing of reliable information within the company. Its training would require an epistemic framework of socio-constructed knowledge, interdisciplinarity, reflection on information and the construction of knowledge with projects put into perspective beyond the current needs of the company. The shared vision of the engineer's output profile, to be constructed according to the programme approach, would allow teacher-librarians to work on new proposals, around information concepts and tools. Our study calls for further work on the pedagogical transformation of higher education and opens up prospects for collaborative research between information and communication sciences, education and training sciences and other disciplines to re-problematise and re-contextualise information literacy in order to develop training for 21st century information literacy