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  E-mail Message: I thought you might be interested in this item at http://www.worldcat.org/oclc/489993118 Title: Apprentissage de l'élève et initiative de l'enseignant : approche systémique d'une structure de formation, le collège Author: Bernard Jardel; Jean Berbaum; Université Pierre Mendès France (Grenoble) Publisher: [S.l.] : [s.n.], 1992. OCLC:489993118

  
  

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Apprentissage de l'élève et initiative de l'enseignant : approche systémique d'une structure de formation, le collège

Author:	Bernard Jardel; Jean Berbaum; Université Pierre Mendès France (Grenoble).
Publisher:	[S.l.] : [s.n.], 1992.
Dissertation:	Thèse de doctorat : Sciences de l'éducation : Grenoble 2 : 1992.
Edition/Format:	Thesis/dissertation : Thesis/dissertation : French
Summary:	POURQUOI LE CHANGEMENT DU COLLEGE APPARAIT-IL DANS LES ANNEES 80 SI NECESSAIRE MAIS DIFFICILE, VOIRE IMPOSSIBLE A METTRE EN OEUVRE? NOUS SOMMES PARTIS D'UN DOUBLE CONSTAT: 1- LA TENTATIVE DE RENOVATION INSTITUTIONNELLE DU COLLEGE SEMBLE AUJOURD'HUI EN PANNE. POURQUOI L'ETAT NE SAIT-IL PAS RELEVER LE DEFI DE LA DEMOCRATIE QUALITATIVE ET FAIRE REUSSIR TOUS LES ELEVES DANS LA NOUVELLE ECOLE MOYENNE QUE CONSTITUE LE COLLEGE? 2- CEPENDANT LES NOUVELLES CONNAISSANCES ISSUES DE LA RECHERCHE ET DE L'INNOVATION PERMETTENT DE DEFINIR UNE NOUVELLE THEORIE ET PRATIQUE DE L'ENSEIGNER CENTREE SUR L'APPRENTISSAGE DE L'ELEVE. UNE EXIGENCE INCONTOURNABLE RESULTE DE CE DOUBLE CONSTAT : POUR FAIRE FACE A LA COMPLEXITE ET METTRE EN OEUVRE LE CHANGEMENT, L'ENSEIGNANT DOIT ETRE ACTEUR. NOUS AVONS ALORS CONSTRUIT UN MODELE PROSPECTIF DE L'ENSEIGNANT ACTEUR AU CROISEMENT DE DIFFERENTS CHAMPS THEORIQUES ET PRATIQUES. NOTRE ANALYSE S'EST ORGANISEE A PARTIR DE 3 POLES : LE VOULOIR, LE POUVOIR, LE SAVOIR CHANGER DE L'ENSEIGNANT, AFIN DE TOUCHER LE PROCESSUS DYNAMIQUE DE LA MOTIVATION. NOTRE CONCLUSION : POUR QUE TOUS LES ELEVES APPRENNENT, IL FAUT QUE L'ENSEIGNANT APPRENNE DANS UNE ORGANISATION QUI ELLE-MEME APPREND. WHY DOES A CHANGE IN SECONDARY SCHOOL APPEARS NECESSARY IN THE EIGHTIES, YET DIFFICULT, EVEN IMPOSSIBLE, TO IMPLEMENT? WE STARTED FROM A DOUBLE OBSERVATION: 1- THE ATTEMPT AT AN INSTITUTIONAL REFORM OF THE "COLLEGE" NOWADAYS SEEMS TO HAVE COME TO A STANDSTILL. WHY CAN'T THE STATE TAKE UP THE CHALLENGE OF A QUALITATIVE DEMOCRACY AND GET PUPILS TO SUCCEED IN THE NEW MIDDLE SCHOOL WHICH CONSTITUTES THE "COLLEGE?" 2- HOWEVER THE NEW KNOWLEDGE STEMMING FROM RESEARCH AND INNOVATION ENABLES US TO DEFINE A NEW THEORY AND PRACTICE OF TEACHING BASED ON THE LEARNING METHODS OF THE PUPIL. THE RESULT OF THIS DOUBLE OBSERVATION IS AN UNAVOIDABLE REQUIREMENT : TO DEAL WITH COMPLEXITY AND TO IMPLEMENT CHANGE, THE TEACHER HAS TO BE AN ACTOR IN THE CHANGE FOSTER. WE HAVE THEREFORE BUILT A PROSPECTIVE MODEL OF A "TEACHER-ACTOR" BY USING THE CROSSING POINT OF DIFFERENT THEORICAL AND PRACTICAL FIELDS. OUR ANALYSIS WAS ORGANISED INTO 3 POLES : THE TEACHER'S WILL, POWER, KNOW HOW TO CHANGE, SO AS TO AFFECT THE DYNAMIC PROCESS OF MOTIVATION. OUR CONCLUSION : FOR ALL PUPILS TO LERAN, THE TEACHER HAS TO LEARN IN AN ORGANIZATION WHICH ITSELF LEARNS.  Read more...
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Subjects	Enseignement secondaire -- France -- Premier cycle. Psychologie de l'apprentissage. Enseignement -- Innovations. View all subjects
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