Dissertations / Theses on the topic 'Professeurs de physique – Comores'
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Msahazi, Ali Youssouf. "Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3135.
Full textThe thesis presented here develops two lines of research on the teaching of physics in schools and colleges of the Union of the Comoros: First, an analysis of the curriculum prescribed in the official programs of the Comoros since 1994 to the present day, in order to identify and characterize the choices made bay the designers, lift the constraints and potential problems; Then the study of how teachers have taken over the curriculum. Questionnaires reveal what they say about their choice to implement in their classrooms and their teaching, epistemological and pedagogical and pedagogical options. To take into account the various dimensions, several theoretical frameworks mobilized sociology and educational curriculum, and the didactics and teaching practices. The analysis shows that the prescribed curriculum undergoes sometimes contradictory influences : first the French curriculum (in its older versions) mainly anchored on knowledge of academic knowledge to be acquired, then the recommendations of major international organizations focusing primarily on skills to master. Although the trend in France is now promoting more constructivist approaches (inquiry process), a continuing tension between these two poles that we find among teachers. In general objectives official is displayed the desire to promote a general rather than specialized teaching science education, but it is not visible in the contents of the program: they are indeed defined in terms of knowledge, skills and methods, but little tools are available for teachers to implement. Only very general advice is given as to promote the construction of knowledge by students or use the investigative approaches
Marsault, Christelle. "Enjeux d'une definition socio-juridique de l'education physique et sportive legitimation d'une profession." Strasbourg 2, 1999. http://www.theses.fr/1999STR20050.
Full textMonsellier, Alain Avanzini Guy. "La formation des professeurs d'éducation physique et sportive au Sénégal." [S.l.] : [s.n.], 1985. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1985/monsellier_a.
Full textSaint-Georges, Theillaud Monique. "Formation des professeurs de sciences physiques par la didactique." Paris 7, 1996. http://www.theses.fr/1996PA070039.
Full textThis thesis aims at formulating a didactic training for student teachers of physics in their second year of teacher training college (iufm : institut universitaire de formation des maitres) and at studying its implementation. The module of didactic training, in responding to a prospective and critical orientation, rests on a strong link between theoritical courses and practical training. Student teachers are requiered to work together on a unit of practical work in physics, different from the ones they usually do, to put it into practice with their pupils and, subsequently, to evaluate its results. The corpus is based on two years of student teachers. It includes the transcripts of seminars at the iufm, of practical work units carried out and the transcripted by the student teachers themselves, as well as their written analyses. The result of the training, the pertinence of the methodes used, are assessed according to the professionnal skills students are expected to attain (identification of the problems pupils are confronted with, reflexion on their teaching practice). The analysis of the corpus establishes the existence of correspondances with these criteria but also a discrepancy that may not be reduced by a few hours of theorical training. To understand this phenomenon, a new analysis of the corpus leads to expose the conceptions underlying the student teachers' practices. Two components must be taken into account, an epithemological and a pedagogical one. Their study made it possible to focus on core elements likely to make that aspect of teacher training evolve
Waltz, Arnaud Rochex Jean-Yves. "Contribution à la compréhension des processus de construction identitaire au travail des enseignants d'EPS en collège." Saint-Denis : Université de Paris 8, 2007. http://www.bu.univ-paris8.fr/web/collections/theses/THESE_Waltz1.pdf.
Full textGougeon, Yves. "Professeurs d'éducation physique et sportive : les ambiguités d'une discipline scolaire et d'un corps professionnel." Lille 1, 1994. http://www.theses.fr/1994LIL12013.
Full textDespite the existence of official texts dealing with an unity of conception in physical and sportive education at school, the teachers of physical and sportive education disagree about what is or what should be their subject. Our hypothesis being in the same time our thesis is as follows: the historical genesis of this suject and of the staff, who is in charge of this teaching, is necessary to the understanding of the arguments dividing the actors of this full of ambiguities profession. These arguments have been taken from non-directive interviews with teachers
Bret, Dominique. "Devenir enseignant d'éducation physique et sportive aujourd'hui : profils sociologiques et premier vécu dans le métier des professeurs stagiaires d'EPS." Paris 5, 2005. http://www.theses.fr/2005PA05H052.
Full textThe purpose of this research is to define the profile of students who have decided to become Physical Education teachers and to find out how those students eventually achieve their initial project. It is also to describe the first experiences of young trainees. The survey was based on questionnaires which were distributed to three classes of trainees from three Ile-de-France IUFMs and from Grenoble IUFM. A series of interviews was also conducted with trainees in the 90s. The results show that the general profile remains stable compared with previous surveys (Bernard Michon,. . . ) although they may be disparities between the trainees. The general profile of Physical Education trainees is not unlike the profile of trainees who have chosen to teach other subjects. Most of these trainees used to be fairly good students. However Physical Education trainees are more likely to be male and they are generally younger. Contray to what is generally admitted, they choose this career because they are fond of sports. Their professional behaviour is not what it used to be in previous generations. The interviews show that most of the trainees have integrated the model of the "reflexive practitioner" but also that other models are forming themselves, based on higher personal investment in professional practice. Their professional identity partly built prior to the year of training, partly shaped during that year. It fluctuates between two poles : like other teachers they have the feeling of having a mission, they feel concerned by school projects and they are aware of local particularities,. . . But they often feel "apart" from the teachnig community and ill-considered. The results of this study have brought us te reconsider the current modalities of teacher training
Côté-Brassard, Jonathan. "Étude corrélationnelle transversale de l'orientation motivationnelle d'étudiants en formation initiale à l'intervention en ÉPS." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66415.
Full textResearch in Physical Education (PE) and Sport reveals the moral importance of allowing participants to evolve in an environment that promotes improvement and individual effort (mastery motivational climate) rather than social comparison to others or a norm (performance motivational climate) (Power and Sheehan, 2014; Roberts,2012; Shields and Bredemeier, 2008). Furthermore, it is also known that PE teachers and coachs, with regard to their own conception of success and failure in sport (motivational orientation), play an important role inestablishing a certain motivational climate within their group (Duda and Balaguer, 2007; Power and Sheehan,2014). However, no scientific knowledge is currently available on the motivational orientation of future PEteachers and coachs who will have, from a moral education perspective, to establish a mastery climate. Thiscross-correlational descriptive study, based on the achievement goal theory (AGT) by Nicholls (1989) and Ames(1992a), was specifically designed to examine the motivational orientation of students in the Department ofPhysical Education of Laval University enrolled in initial PE teaching and coaching training programs (n = 310).The variables studied were motivational orientation as well as several socio-demographic factors including the number of sessions completed in the training program. The measurement tool used to enquire motivational orientation was the Questionnaire de Perception du Succès en Sport (QPSS) (Durand, Cury, Sarrazin and Famose, 1996), a french version of the Perception of Success in Sport Questionnaire (POSQ) (Roberts and Balague, 1991; Roberts, Treasure and Balague, 1998). Based on the data collected and the results from statistical analyzes, it appears that the students surveyed have a rather high task orientation (4.57) and a rather moderate ego orientation (3.38). In addition, it is argued that the number of completed sessions in the training program as well as the training program do not influence the motivational orientation, whereas gender only influences the ego orientation.
Cotin, Claudine Martinez. "Microgenèse de la compétence pédagogique chez les étudiants en Sciences et Techniques des Activités Physiques et Sportives." Montpellier 1, 1993. http://www.theses.fr/1993MON14001.
Full textWhat factors influence teaching behaviors of physical education students ? We have realized synchronic and diachronic qualitative and comparative studies in order to answer this question. We have studied preparations and assessments of lessons, written by a sample of novice teachers. Results show that novices have three contradictory goals : to control, to motivate, to assist learning. These goals determine the contents of their subgoals and their interaction with pupils : the same action may have different meanings according to the goals. Conscious awareness from the students follows the chronological order of meaningful events of the lesson. Some of them allow qualitative modifications of behavior, namely the solution of the present dominant contradiction. However, this evolution is not systematic. It depends on the capacity of the students for taking risks and facing uncertainty. A new conceptualization of teacher training is proposed. It is an alternative to the traditional linear model of the teacher as a rationnal processor, offering new teacher trainig prospects
Avila-Ponce, Ximena. "Temps et savoirs dans l'organisation de travaux pratiques des sciences physiques : le rôle de l'expérience professionnelle des enseignants." Aix-Marseille 1, 2002. http://www.theses.fr/2002AIX1A031.
Full textWabi, Sakariyaou Alabi. "Le vécu sportif des instituteurs et son rôle dans la détermination de leur intervention pédagogique en E. P. S. Dans les écoles béninoises." Bordeaux 2, 1990. http://www.theses.fr/1990BOR28093.
Full textDoes the beninese teachers'experienc ein sport have a role in the determination of their pedagogic intervention in physical and sporting education? This question takes into account one of the important factors of the pedagogic experience which is the personal life of teachers and constitutes a new approach to the situation of the physical and sporting education at school and to the problems of integration of sport which is a new form of culture in the developing countries. This study made very clear a certain number of insuffienencies spespecially in organisation and materials which seem to be at the origin of the non verification of our starting hypothesis and demand that one is interested in other fields of investigation, previous to any project of reintegration of physical and sporting education at school in Benin
Ben, Hsouna Hejer. "L'expertise dans l'enseignement de l'EPS : analyse didactique clinique de quatre professeurs." Toulouse 3, 2009. http://www.theses.fr/2009TOU30223.
Full textThis research aims to establish a relationship between the personnel and body expertise of the physical education and sport (PES) teacher within a sport and physical activity and its teaching within the context of Didactic Clinical Analysis of the teacher knowledge. We will favor the singularity and the sense which consider the knowledge of the subject (Chevallard, 1989, Charlot, 1997, Beillerot & al, 1996). The specificity of the discipline PES, the body place, the anchorage praxeologic of knowledge, will focus particularly on the link of the physical sport activity (PSA) and the link to the body. We will focus on the issue of the expertise (Durand, 2000, Giordan, 1993, Tochon, 1993) which became crucial for the teaching of PES and we will present comprehensive elements and sense to many links to teacher's knowledge of PES through this notion. We estimate that the subjectivity of the teacher (own history and singular trajectory) not only define its own personnel link to the knowledge of the specialist but also set up the content and pedagogy of the teaching according to its own skills and well distinguish the teaching of unskilled. Another PSA will not have the same logic. We will follow a qualitative approach through an exploratory research based on clinical case study that we have realized with four PES teachers. Methodology of research include side observation and interviews guidelines (structured and semi structured interviews). Through these four case studies, we have put in evidence their intersections, the significance of the body " print " (trace) in the teaching of PES in general and didactic analysis of PSA in particular
Fleitz, Thierry Leclercq Véronique. "Formation continue des enseignants d'éducation physique et sportive du second degré et processus d'innovation." [S.l.] : [s.n.], 2003. https://iris.univ-lille1.fr/dspace.
Full textCastro, Junior Luiz Vitor. "A pedagogia da capoeira : olhares (ou toques?) cruzados de velhos mestres et de professeurs de educaçao fisica /." Thèse, Chicoutimi : Senhor do Bonfim, Brasil : Université du Québec à Chicoutimi ; Universidade do Estado da Bahia, 2003. http://theses.uqac.ca.
Full textBluteau, Serge. "Les paradoxes du travail en équipe dans l'enseignement secondaire : l'exemple des professeurs d'éducation physique et sportive." Paris 1, 1999. http://www.theses.fr/1999PA010584.
Full textThe team work of teachers is a very present theme in the thougts and speeches of politicals in charge of the French school system and of searchers in education. Among school matters of the secondary level, physical education may be considered as pertinent, for many reasons, to carry out a study of this particular social fact. In this piece of research, the representations of the actors of physical education about the idea of working as a team are studied. The moods of teachers in physical education to commit in practices of team work, and the level of this commitents are also studied. Last but not least, the most concrete realities of this team work practices are here studied. The aim of this research is to contribute to topple over the non-seizable and ambiguous nature of the idea of (teacher's) team work. This idea, which seems to be so natural and obvious is in fact more complex that could be imagined at first. It refers to plural realities for which it is often difficult to report without ideology. Beyond this specific team work of teachers in physical education, it is perhaps true that there is more speeches about team work than reality, efficiency and durable practices of it. .
Véziers, Guilhem. "Histoire du syndicalisme des professeurs d'éducation physique entre 1880 et 2002 : un militantisme corporatif, pédagogique et politique." Lyon 1, 2004. http://www.theses.fr/2004LYO10228.
Full textMakengo, Ndala. "Analyse didactique de pratiques d'enseignement de l'électrocinétique : le cas de deux professeurs de lycée angolais." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20010.
Full textThis thesis talks about the didactic practical analysis of the teaching of physical in the second cycle of secondary education in Angola. It is a case study of two Angolan high school teachers. We have analyzed teaching practical used by this both teachers from their activities realized in physical on a sequence study of Electrokinetic in Terminal class. We have searched to describe these teachers’ practicals. Then, after to understand then, though, see what could be some determinatives. To reach this study, we have relied ourselves on the Joint action theory of in didactic (JATD), which consist on the notion of didactic game and joint action tied to the transaction about the knowledge of the game. In fact, according to the theory (Sensevy, 2007), considers what happens in a classroom as a succession of games. He specifies at that fact that “a game has a stake that is what makes one feels themselves in a game. One can win or lose. One must produce wining strategies so they can win and thong, have a sense of game”In the limit of our study, we have observed that it is a particular case of JATD the teacher in which bears the mayor part of responsibilities, where some concepts of JATD lose in fact their relevance. In the same time, it is also this loss of relevance, this minimum use, this redundancy of some concepts (mesogenesy and chronogenesy) that permit to characterize analyzed practical. In that case, even though potentialities are not totally used, the TACD describers allow realizing what happens in class
Coste, Sabine. "Enseigner en lycée professionnel : le métier des professeurs d’éducation physique et sportive à l’épreuve des nouvelles modalités de certification." Paris 8, 2013. http://octaviana.fr/document/177809094#?c=0&m=0&s=0&cv=0.
Full textThis PhD dissertation questions how physical education teachers in vocational schools (re)consider their professionality at a time when they are requested to apply new procedures towards interim course evaluation (CCF). CCF is a key stage that challenges teaching and evaluation methods in a subject whose formal curriculum is part of a broader competencybased approach. This curricular change has a different impact on professionality according to initial education. For example, while the practice of “experienced” teachers is put to the test, that of “beginning” teachers is given a new impetus. The vocation-based approach to teaching of the former may be an obstacle to adapt to a more complex educational environment. The latter, who started their careers in very different contexts, usually regard CCF as an opportunity for professional development rather than as a constraint. They adopt a pragmatic approach and seek to adjust their work ethic to the context and to give sense to the work of their pupils. In this way, they outline a new professionality based especially on the explanation and circulation of work rules and its evaluation as an answer to the discrimination that may be caused by the widespread use of “invisible pedagogies” for pupils unfamiliar with school codes
Trohel, Jean. "Les interactions tuteur-stagiaire en situation d'entretien de conseil pédagogique au cours de la formation des enseignants d'EPS : articulation des cours d'action et dynamique de la conversation." Nantes, 2005. http://www.theses.fr/2005NANT3025.
Full textThe subject of this research is the dynamics of the interactions in pedagogical councils interviews, during PE teachers' training. The research was led in co-operation with six pairs composed by a mentor and a student teacher during responsibility training course. Eight pedagogical councils interviews were analysed within the theoretical and methodological framework of " course of action " and of the conversational analysis (particularly the " interlocutory logical "). To kinds of data were collected : (a) observing and recording data of student teacher lesson and pedagogical council interview witch followed ; (b) mentor and student teacher autoconfrontation data about the pedagogical council interview. The results present the collective course of action global dynamics by means of involvement in the conversation. They describe the archetypal structures of mentors and student teachers' courses of experiment and the dynamics of the interview throughout its various phases. Next, they highlight the relationship between knowledge mobilization/construction and the conversational structure. They present mentors and student teachers' referential models and suggest a fine description of typical structures of the conversation by means of knowledge mobilization/construction by student teachers during the pedagogical council interviews. The discussion makes a contribution to cognitive anthropology of the pedagogical council interviews. It studies the contributions, on the one hand, of the analysis of mentors and student teachers courses of experiment, and on the other hand, of the conversational analysis, to the pedagogical council interviews. Lastly, it suggests directions in the field of ways mentors and student teachers training
Cogérino, Geneviève. "Représentations et attitudes relatives aux activités physiques d'expression chez les enseignants d'éducation physique." Paris 10, 1986. http://www.theses.fr/1986PA100144.
Full textTo study the representations of sport teachers and their attitudes concerning dance activities and corporal-expression subjects, forty seven extensive interviews were driven. In a first quantitative analysis of men's and women's speeches, we tried to gasp at differentiations between formative and non-formative teachers, taking into account the duration of teaching these subjects. We used the "modes de travail pedagogique"from Marcel Lesne and we found four main regrouping poles. These teaching patterns were analyzed according to two directions: first, the thematic, which could be discussed or neglected, in a connected way or not; second, the teacher's own routes, which have induced them to teach or not these activities, on the one hand, with a given modality on the other hand. By another way, a socio-clinic analysis draws up an inventory and gives an interpretation of all the teachers' formulations about the "rils" of these activities. The evoked conflicts, their modes of perception and resolution are analyzed. Examination of the latent processes and of the numerous inhibition mechanisms, acting both in speeches and in practices, accounts two themes in the representations: one is relative to problems of power and legitimacy, the other one to the sexed problematic of the body. Thus, it appears that the corporatist ideology is often connected with the term of corporeal expression and that the sphere of sport education is feebly imbued with it. In fact, it is the search of the self-control which is predominant in the representations
Yano, Yano Jean-Pierre. "La Crise identitaire des enseignants d'éducation physique et sportive au Cameroun : (1982-2007)." Strasbourg, 2009. http://www.theses.fr/2009STRA1054.
Full textWe noticed that the Cameroon, after its accession to the independence in 1960, opted for the development of priority areas of the society: administration, defense, economy, health, education, etc… It is so that several investments are carried out in the field of managers training (state agents), and of the elite, according to the imminent necessity of the hour: the development and consolidation of the Unitarian state. .
Flavier, Éric. "Les conflits lors de leçons d'éducation physique et sportive : dynamique et signification des actions en classe des professeurs et des élèves." Montpellier 1, 2001. http://www.theses.fr/2001MON14005.
Full textOussama, Ouarda. "Conceptions des professeurs tunisiens sur l'enseignement-apprentissage de sciences physiques et leurs impacts sur leurs pratiques : cas des exercices de l'électroncénétique et de la problématisation." Aix-Marseille 1, 2007. http://www.theses.fr/2007AIX10025.
Full textWaltz, Arnaud. "Contribution à la compréhension des processus de construction identitaire au travail des enseignants d'EPS en collège." Paris 8, 2007. http://octaviana.fr/document/119093871#?c=0&m=0&s=0&cv=0.
Full textThe study of the practices of intervention convened in this research contributes to the understanding of the processes involved in the development of Secondary school Physical Education teachers’ identity at work. Whether they are specialists in the taught APSA or not, the activity vis-a-vis with the pupils of the "beginner", "experienced" and "expert" is not very comparable and tends to deviate from the common framework of the disciplinary project. In the implicit hierarchy and the power plays which are established between the three levels of the professional experience, the "experts", whose interventions constitute strong identity reference marks, seem to relay at the local level the institutional authority. During his/her identity construction, the "experienced" cultivates the doubt whereas the "beginner", vis-a-vis with the difficulties which he/she encounters, develops a confidence in the future. Lastly, the identity question renews the debates and traditional oppositions between the various didactic schools of thought in PE
Alturkmani, Mohammad Dames. "Genèse des affinités disciplinaire et didactique et genèse documentaire : le cas des professeurs de physique-chimie en France." Thesis, Lyon, École normale supérieure, 2015. http://www.theses.fr/2015ENSL1055/document.
Full textIn our thesis, we study the relationships that teachers build with the disciplines that they teach by offering two concepts: disciplinary affinity and didactic affinity.We focus on physics and chemistry, both in terms of the basis and conditions for the emergence of disciplinary and didactic affinities, their effects on teaching, particularly in the context of a new curriculum, documentary work and interactions with colleagues. We have mobilized two theoretical frameworks: the anthropological approach of didactics (Chevallard, 1998) and the documentary approach to didactics (Gueudet & Trouche, 2008). We combined several methodological tools: questionnaries, interviews, classroom observations, and teachers resource systems visits. The last three tools have been applied to a small number of teachers selected with respect to their claimed affinity and their place in the process of teaching resources design (pre-service vs. experienced teachers) targeting the teaching of a specific concept, the spectrum, chosen for its border position (from physics and chemistry operated by spectroscopic methods).The thesis offers theoretical and methodological developments to capture interactions between disciplinary and didactic affinities of teachers and their documentary work. The results evidence the presence of an affinity for one of the two disciplines, and it highlights the strong relationship between genesis of didactic affinity and genesis of teaching resources
Autret, Carrière Élodie. "Relation formation-emploi : la construction de l'identité professionnelle des professeurs stagiaires en éducation physique et sportive : cohorte 2007-2008." Brest, 2010. http://www.theses.fr/2010BRES1012.
Full textThe academic years 2007-2008 and 2008-2009 were marked by many resistors for the evolution of teacher training induced in spring 2007 by the french government projects. These eddies have shown the high sensitivity of the subject. In the context of our research we indeed important understand and analyze the professional identity of those individuals from their own representatives. How do they perceive their training or their discipline? Or how they perceive the landscape in teaching? We have identified four teachers profiles from a qualitative and quantitative analysis. These findings raise the question of the pertience system training and especially of its renovation. We are also able to examine our desire and especially the ability of formatting universities and IUFM when our investigation
Morge, Ludovic. "Essai de formation professionnelle des professeurs de sciences physiques portant sur les interactions en classe : étude de cas en formation initiale." Paris 7, 1997. http://www.theses.fr/1997PA070093.
Full textCurrent theories recommend a socioconstructivist apprenticeship, a certain epistemological relativism and define the scope within which, for the physical science teacher, a part as mediator may lie. But the teaching practices are still mainly explanatory and dogmatic and rely on a realistic conception of scientific knowledge. Our research has been aiming at setting up a training course for teachers, whose goal whas, on the one hand, the bringing into play of interactions of the "guidance through the construction of knowledge" type and on the other hand, the appropriation of epistemological and didactic factors. Prior to the implementation of the training plan, a careful observation of teaching experiences enables to elaborate socioconstructivist interactions describers. These describers are used to elaborate grids of anticipation and analysis of the session focused on the interactions. The elaboration, the analysis of the teaching sessions, the clarifying of connexions between interactive practices and didactic and epistemological options represent the means used for the teachers to give meaning to didactic and epistemological conceptions and to tend towards a compatibility between theory and pratice. A testing of the considered training scheme is implemented in collaboration with two women-teachers. It's a case-study. Various discrepancies are successively introduced into the training in accordance with what the women-teachers are able to achieve and to manage. The analysis of the data gathered during the training enables to follow the evolution of the interactive practices of the women-teachers and to spot the difficulties the have experienced in altering their practices. The last session analysis realized by one the two teatchers shows that she has taken over the didactic and epistemological considerations debated during the training scheme to reinvest into practice
Waltz, Arnaud. "Contribution a la compréhension des processus de construction identitaire au travail des enseignants d'EPS en collège." Phd thesis, Université Paris VIII Vincennes-Saint Denis, 2007. http://tel.archives-ouvertes.fr/tel-00181172.
Full textQu'ils soient ou non spécialistes des APSA enseignées, l'activité face aux élèves des " novice ", " expérimenté " et " expert " est peu comparable et tend à s'écarter du cadre commun du projet disciplinaire.
Dans la hiérarchie implicite et les jeux de pouvoir qui s'établissent entre les trois niveaux de l'expérience professionnelle, les " experts ", dont les interventions constituent des repères identitaires forts, semblent relayer au niveau local l'autorité Institutionnelle. Au cours de sa construction identitaire, " l'expérimenté " cultive le doute alors que le " novice ", face aux difficultés qu'il rencontre, développe une confiance en l'avenir.
Enfin, la question identitaire renouvelle les débats et oppositions traditionnelles entre les différents courants didactiques en EPS
Crouzillas, Gaëtan Labridy Françoise. "Savoirs et rapport au savoir des enseignants d'éducation physique et sportive données cliniques sur la construction d'une identité professionnelle /." [S.l.] : [s.n.], 2006. http://www.scd.uhp-nancy.fr/docnum/SCD_T_2006_0190_CROUZILLAS.pdf.
Full textGleyse, Jacques. "Les paradoxes d'une intégration institutionnelle : images de l'éducation physique et sportive du secondaire." Paris 10, 1987. http://www.theses.fr/1987PA100077.
Full textSince 1945, date of its generalization in the secondary school system, physical training has greatly changed in two aspects, its statute in education and the practices it offers. During this period, physical training teachers have changed in regard of their qualification, their social origins, their role and place in the institution. This work deals particularly with their integration in the secondary school system through different images of physical training and teachers (official texts, researches, large tendencies, non-directive interviews of teachers) from this work emerge a certain amount of paradoxes interesting to examine. If physical training teacher and physical training have been integrated from a statuary point of view (aggregation, d. E. A. , doctorats. . . ) It wasn't done on free terms for instance, to became "real" teachers and to possess the phallus-power -mathematics physical training teachers (and the subject itself) seem to have been forced to renounce what on value level and from a denotative point of view was specific: the physical and sportive aspect. A progressive change occurred, in which was implied the introjection of various institutional norms, particularly the denial of the body the valorization of the notion of equal chances for all, the quasi-deification of rationality and discursively, these facts led the p. T. Teachers and p. T. To reject on the value level, the body (mostly on its pulsional and hedonic aspects), sport (as an inegalitarian classification of individuals) and the physical aspect (as image of innate). We qualify this evolutionary integration as a «crooked bargain". The p. T. Teachers are fooled by themselves, by their wish to be recognized as "real teachers", but also fooled by a normative system which privileges rationality to affectivity, knowledge to "making" and "making" to being
Crepatte, Pierre. "Le professeur d'éducation physique et son rapport à l'éprouvé du corps : le plaisir du mouvement et la difficulté d'en parler." Grenoble 2, 2002. http://www.theses.fr/2002GRE29026.
Full textLamidel, Mordechaï. "Education physique et science : un rendez-vous manqué : prospective sociologique et épistémologique." Paris 5, 2005. http://www.theses.fr/2005PA05H022.
Full textIn which measurements the formation in STAPS (sciences and techniques of physical and sporting activities) answers to the waitigs of the students, the physical education's teachers, and to the orientation of the university? The comparison of the taught disciplines with the representations of the principal interested parties, revealed by a mode of original questioning, will show such an inadequacy. If the life sciences and the social sciences hold the top of the paving stone in the lessons in STAPS, it's not the same for the questioned people of this investigation. How supply can be so far away from the request? Neither evolution of the professional wishes of the students, neither the opening supposed of the type of "bac" after the suppression of the entrance examination, nor the supposed diversification of the social origins of the actors of the EPS, making echo with the democartization of the university, nor even the evolution of the sporting practices explain this phenomenon. It is while turning the glance in the history of the formation and its symptomatic propensity to serfdom for established sciences that appears the disorders that before it psychology, sociology and linguistics lived. In comparison with the the history of sciences and epistemology, the plurality of the disciplinary glances is however not pathological but rather normal in the structuring of the disciplines. It is thus of the difficulty of making emerge a self object and of delimiting fields of application, that the disorders come. This exploration shows the interaction existing between disciplinary and object structuring, and the social logic. It under tightens the necessary distance of the ideology, in all its forms, for science being born. A proposal in science of the motor action, meeting the conditions of scientificity and ideological detachement, is made and materialized by the object of motor conducts
Rias, Bernard. "Les obstacles de l'enseignant d'EPS : Objet d'étude : "la course de durée"." Lyon 1, 1999. http://www.theses.fr/1999LYO10231.
Full textFeller, Danièle. "La formation professionnelle continue pour quel enseignant d'EPS ? : Profils de professionnalité exprimés au travers des actions de formation." Rouen, 1998. http://www.theses.fr/1998ROUEL290.
Full textThis study is about the real function of in-service training for P. E. Teachers in a double perspective: - what contribution to a renewal of pedagogic practise - what contribution to the development of professionalisation with a view to skill- getting together with reflective practise. This study fits in an institutional background requiring, over a relatively short period, a reflexion and a debate on the basis and stakes of the subject thus enabling a better visibility of the studied phenomena. Indeed, on the occasion of the recent introduction of a new P. E. Syllabus, different conceptions concerning the specific object and knowledge of that field opposed each other thus raising the question of the evolution of P. E. Teachers as professionals. In that background, the P. E. In-service training whose explicit mission is to contribute to an evolution of professional practise, has been investigated through the analysis of the training courses carried out in the "Rouen Academy". That analysis was completed by the reports of trainees and teachers concerning those courses from their own viewpoints. The results show a trend in those courses to maintain rather traditional references and practises in P. E. Teaching, shared by a majority of both trainees and teachers. Beside it seems that the training process favouring the development of really professional skills in terms of analysing one's own practise and taking into a close account the context of action is very little carried out. As a conclusion, far from contributing to an evolution of professional practise, P. E. In-service training seems to form a knot resisting the attempts aiming at legitimizing a new definition of teachers professional dimension
Abonnen, Denis. "De l'amical de l'ENEP à l'AEEPS (1936-1982) : engagement associatif et formation professionnelle continue des enseignants d'EPS." Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10045.
Full textBordet, Jacky. "Les contenus en éducation physique et sportive, d'après les connaissances évaluées chez l'élève de lycée depuis 1983 : enquête auprès des enseignants." Paris 5, 1994. http://www.theses.fr/1994PA05H031.
Full textOur research aims at drawing out varied pedagogical attitudes in physical education teachers from the point of view of the pupils' know ledge assessment. Surveys by questionnaires on more than one thousand teachers and semi-quided interviews are here the methodological tools. They show that the knowledge assessed is essentially concerned with the rules of codifies sports, the description of the unfolding action, or the elicitation of the way of doing it. The knowledge of the physiological functioning of the body is discussed in this field. Three pedagogical types are therefore identifiable according to the aspect considered: the "scholarly type" (teaching with assessment), "the rela tional type" (teaching without any assessment), and the "pragmatic type" (who sets aside this domain of knowledge). The factors which give birth to this pedagogical types are not to be found in the tea chers different university levels. It is more in the teacher's per sonal dominant conception of body exercise and in his relationship to knowledge, that we have found them. So that one teacher is of a "pra gmatical type" because he has a dominant conception of exercise on the "hyienic-ludic" mode, in the way that he strives to set aside the scientific knowledge (based on physiology), because he values the "pro cedural type of knowledge, because he conceives theory-to-pratice re lationship in a speculative fashion
Attali, Michaël. "Syndicalisme et professionnalisation des enseignants d'Education physique entre 1945 et 1981." Paris 10, 2002. http://www.theses.fr/2002PA100182.
Full textGARIGLIO, JOSE ANGELO. "LA CULTURE ENSIGNANTE DE PROFESSEURS D` EDUCATION PHYSIQUE D` UN LYCÉE PROFESSIONNEL: SAVOIRS ET PRATIQUES PROFESSIONNELLES EN CONTEXTE D` ACTIONS SITUÉES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5696@1.
Full textCette thèse s` inscrit dans le cadre d` études qui s` intéressent au processus d` édification et de constitution des savoirs enseignants. Il s` agit plus spécifiquement d` une investigation sur les savoirs de base professionnelle de trois enseignants d` Education Physique d` un lycée professionnel du Reseau Fédéral d` Enseignement . Le travail veut analyser quelle est le rapport existant entre les savoirs professionnels nécessaires à l` enseignement el la composante curriculaire enseignée. La recherche veut comprendre, par l` intermédiaire d` entrevues avec des enseignants d` Education Physique, des directeurs, des spécialistes et des élèves, d` observation du quotidien du travail des enseignants et d` analyses de documents produits par l` école et par les professeurs, comment les enseignants d` Èducation Physique conçoivent leurs savoirs enseignants selon des aspects sui generis qui concernent l` enseignement de cette composante curriculaire dans l` espace scolaire. En prenant comme point de départ que l` obectif de l` enseignement de l` Éducation Physique , c` est-à-dire, ses contenus d´ enseignement, sont différents de ceux des plusieurs disciplines scolaires, que les rôles attribués à cette discipline dans le cursus scolaire sont différents, que les conditions ambientales ou l` enseignement s` effectue (la salle de classe de l` Education Physique) impliquent un ensemble de particularités, on se demande quelle serait sa place, son poids et le sens de la dite composante curriculaire dans le processus de construction des savoirs pédagogiques de ses enseignants. On part du pressuposé que les savoirs des enseignants sont situés, construits en fonction de situations particulières et singulières de travail et que c`est dans cette relation spécifique de travail que ces savoirs prennent du sens et de la validité . On se centre basiquement sur quatre ordres de questions concernant les apprentissages du travail enseignant, c` est-à-dire, la trajectoire pré-professionnelle, la formation initiale, la totalité de l ´ expérience professionnelle à l` école et l` enseignement de la discipline scolaire . On montre que les enseignants d` Éducation Physique apprennent depuis três tôt que le travail enseignant en Education Physique est différent de l` action professionnelle dans les autres disciplines, parce qu` il exigerait la connaissance de certains savoirs professionnels capables d`agir plus directement dans le processus de formation générale des élèves, que vraiment dans l` instruction des connaissances disciplinaires. Enfin, l` étude indique que les études sur les savoirs enseignants doivent avancer pour faire face à l` idée de l` existence d` une culture enseignante, commune à l` ensemble des professeurs . On se place à côte d` études qui indiquent l` existence de cultures professionnelles structurées par diverses conditions de travail,comme, par exemple, des ordres scolaires, des secteurs d` enseignement, des champs d` enseignement et des établissements d` enseignement. Les savoirs enseignants sont, donc, marqués par cette diversité, parce qu` ils portent en eux les conditions de travail vraiment efféctuées par les divers sous-groupes de professeurs et par leurs missions éducatives spécifiques.
Esta tese inscreve-se no âmbito de estudos que se interessam pelo processo de edificação e constituição dos saberes docentes. Mais especificamente trata-se de uma investigação sobre os saberes da base profissional de três professores de Educação Física de uma escola de educação profissional da Rede Federal de Ensino. Procura analisar qual a relação existente entre os saberes profissionais necessários ao ensino e o componente curricular ensinado. A pesquisa busca compreender, por meio de entrevistas com professores de EF, diretores, especialistas e alunos, de observação do cotidiano de trabalho dos professores e de análises de documentos produzidos pela escola e pelos professores, como os professores de EF concebem seus saberes docentes em função de aspectos sui generis que envolvem o ensino desse componente curricular dentro do espaço escolar. Tomando como ponto de partida que o objeto de ensino da EF, ou seja, seus conteúdos de ensino são diferentes das demais disciplinas escolares, que os papéis atribuídos a essa disciplina no currículo escolar são diferenciados, que as condições ambientais onde o ensino se materializa (a sala de aula da EF) encerra um conjunto de particularidades, questiona-se qual seria o lugar, o peso e o significado do referido componente curricular no processo de construção dos saberes pedagógicos de seus professores. Parte do pressuposto que os saberes dos professores são situados, construídos em função das situações particulares e singulares de trabalho e que é nessa relação específica de trabalho que esses saberes ganham sentido e validade. Centra-se basicamente em quatro ordens de questões relativas às aprendizagens do trabalho docente, ou seja, a trajetória préprofissional, a formação inicial, a totalidade da experiência profissional na escola e o ensino da disciplina escolar. Mostra que os professores de EF aprendem desde muito cedo que o trabalho docente em EF se diferencia da ação profissional nas demais disciplinas escolares, porque exigiria o domínio de determinados saberes profissionais capazes de interferir mais diretamente no processo de formação geral dos alunos do que propriamente na instrução dos conhecimentos disciplinares. Por fim, aponta que os estudos sobre os saberes docentes devem avançar para se contrapor à idéia da existência de uma cultura docente, comum ao conjunto dos professores. Coloca- se ao lado de estudos que apontam para a existência de culturas profissionais estruturadas por diversas condições de trabalho, como, por exemplo, ordens escolares, setores de ensino, campos de ensino e estabelecimentos de ensino. Os saberes docentes são, portanto, marcados por essa diversidade, porque trazem consigo as condições de trabalho realmente efetuadas pelos diferentes subgrupos de professores e pelas suas missões educativas específicas.
Courtois, Jean-René. "Contribution à l'étude du problème de la formation à la didactisation en éducation physique des professeurs d'école : intérêt et utilité de l'outil didactique, méthodes et contenus pour enseigner l'éducation physique." Grenoble 2, 1997. http://www.theses.fr/1997GRE29037.
Full textThe work of the teacher in order to concept didactic actions consists in making choices at different stages of the process of designing the relevant teaching activities. The competence to make contents "teachable" is part and parcel of the functions a teacher has to assume, except that the process comes into operation prior to the teaching event. Professional training is required to develop this competency. To help teachers design the contents of their teaching, we have developed a formative document which is usable in class and which focuses on the "didacts" of supporting physical education activities. The elaboration of this document provided the opportunity to analyse the process undertaken to carry out this work, and we are able to propose a model by which a teacher makes this work. Obbservations and surveys undertaken on teachers aiming at developing learning strategies, have highlighted the difference between real and to be achieved competency. Professional training is settled, in order to enable teachers to design their own work and help them develop the permenent capacity of reflection. Results converge to confirm that the use of the document and its model enabled teachers to acquire the competence to make contents "teachable", that the tools and approach used in the training satisfied initial demands, but that other types of professional competencies are necessary to make educating in class perfectly efficient
Kalogiannakis, Michail. "Après l'introduction des TICE, puis après la création des TPE au lycée : de nouveaux rôles pour les professeurs ? : le cas en sciences physiques." Paris 5, 2004. http://www.theses.fr/2004PA05H018.
Full textThrough semi-directive interviews and content analysis of emails exchanged between physics teachers using two institutional mailing lists, we have tried to evaluate the new and changing roles and practices of teachers since the introduction of TPE and ICT in French high schools. The archives of these two lists are a rich source of the typical exchanges which occur between physics teachers and a good example of how the ones who participate contribute to the community, but also benefit from the community. The real and functioning teaching networks created by physics teachers count among the first relevant and concrete examples of such virtual communities. This new approach to education creates truly collaborative learning opportunities guided by shared aims and objectives. The interviewed physics teachers consider ICT and the use of mailing lists as elements which have inserted themselves naturally alongside other more traditional teaching methods and practices. For them, the lists can thus be likened to a kind of ongoing at distance training course. Furthermore, participating teachers are in the process of rapidly sharing and redistributing information and methods, this contributes to the ongoing training of the community based on practical experience. The interviews have clearly shown the changing role of physics teachers who in the context of TPE are more and more viewed by their students as active collaborators and guides in the learning process. Teachers when commenting about the positive aspects of TPE have emphasized the improvement and renewal of teacher -student relationships as well as the development of a higher level of student autonomy
Veysseyre, Patrick. "Les traces écrites de planification en Education Physique et Sportive, espace de médiation entre les savoirs experts et l'action d'enseignement : le cas du handball." Lyon 2, 2008. http://theses.univ-lyon2.fr/documents/lyon2/2008/veysseyre_p.
Full textThis study concerns the written tracks of planning of 10 novice teachers of EPS, of 10 teachers of EPS of experience and of 6 federal experts in handball ; studied documents were used ones in education of the activity handball before their collection. The aim of analysis of contents is to understand the professional problems implicated by which arouse the written elaboration of these contents. We try to demonstrate by means of paradigms of the didactic transposition and of the planning how these teachers manage to be the mediators between a culture to be transmitted on and the act of education. These writings are witnesses of a profession which talks about it and speaks freely by the track of intentions of education. Every statement becomes a grade-related sign of a surprising didactic speech which exposes how these teachers proceed in the field of mobility to deliver a knowledge
Allec, Stéphane. "Les caractéristiques et les enjeux pédagogiques de la relation à l'autorité dans l'enseignement de l'EPS." Toulouse 2, 2008. http://www.theses.fr/2008TOU20021.
Full textAuthority is located at the crossroads of the pedagogical conjunction that unites it to the teacher's position and skill. As such, it is an educational relation that deserves to be analysed, built up and adapted to the context of action, in order to meet the pupils' needs efficiently. Already necessary and essential in all other subjects, the relation to authority is even more so in Physical Education (P. E. ). Indeed the variety of situations encountered in this discipline requires a real pedagogical and didactic mastery of authority and reflects the experienced teacher's authentic skill that he has built. On the other hand, what can be said about the novice teacher confronted to his first year of teaching ? In a first stage, I will clearly define and exemplify the concept of authority, in particular in the field of P. E. Then I will focus on the observation of teaching practices among trainee teachers in order to identify the factors which directly influence the enforcement of their authority in class and the relationship they establish with their pupils. Moreover, observation tools will be given to help and make the analysis of vocational practices easier to novice teachers while worling out their relation to rules and knowledge. Thus, not only does this research offer a different and accurate epistemological conception of the notion of authority in the scientifc field
Perez-Roux, Thérèse. "Des processus de construction de l'identité professionnelle des enseignants d'éducation physique et sportive : entre appartenance au groupe, expériences professionnelles singulières et recompositions identitaires à l'échelle du temps." Nantes, 2001. http://www.theses.fr/2001NANT3027.
Full textGrosstephan, Vincent. "Développement professionnel d'enseignants d'EPS : processus et effets dans le cadre d'un dispositif de formation continue associant praticiens et chercheur." Reims, 2010. http://www.theses.fr/2010REIML005.
Full textThe thesis has for object the description and the understanding of a process of development of the activity of nine teachers of PE (PHYSICAL EDUCATION) participating in a device of cooperative work with a professor (teaching and research) in didactics. Our abstract frame is the result of an abstract synthesis by the crossing of four big theoretical perspectives: didactic, sociological, psychological, linguistic approaches (pragmatics interactionniste) around the notion of professional development characterized " as a dynamic proceçs of transformation of skills and identical constiiuents ". This research is made during a device ad hoc of collaborative work to provoke the development to study it better and it, from collective analyses of didactic situations in collective sports, conceived and operated by the participants. The method consists of a longitudinal approach, allowing several moments of collection of data on the speeches of the teachers, displayed over two years. The study of the interactions between teachers and between teachers and researcher required the recourse to a theory of the language strongly marked the contributions of the interactionniste pragmatics (Kerbrat-Orrechionni, on 2008). Three indicators of development are held for the study of the material established for the main part of verbal interactions taken during the exchanges in the situations of training and during conversations of auto-confrontation: the reflexivity, the abstract reorganizations, the cognitive activities of generalization (cf. Pastré, Mayen, Vergnaud, on 2006)
Adé, David. "L'agentivité des objets ordinaires dans la leçon d'éducation physique et sportive : une analyse à partir de l'étude de l'activité d'enseignants stagiaires." Rouen, 2005. http://www.theses.fr/2005ROUEL517.
Full textThis thesis has analyzed, in the course of Physical Education (PE) lessons, the interactions between the ordinary objects and trainee teachers and pupils. It has been led with reference to the trendof the situated approach. It aimed a suggesting a modelling of ordinary object's argentivity during PE. Lessons, and at setting out suggestions taking into account these objects in the PE. Teachers'training. Audio and video recording data were collected in the course of lessons in various sportsand supplemented with provoked verbalizations obtained during self-confrontation interviews with the teachers. On the basis of these data, we have rebuilt, step by step and for each lesson, the teachers'activity dynamics. This reconstruction consisted in giving information to the different players when they were using or handling objects, about what meaningful to them in the situation, about their interests, their concerns, and expectations. From this reconstruction, we identified and characterized regularity elements concerning the function of objectsin the collective articulation of the teachers and pupill'activity, and in the teachers'activity itself. .
Potier, François. "De la jeunesse à l'emploi : sociologie d'une recomposition de l'Etat social sur la formation aux métiers de l'encadrement physique et sportif." Thesis, Nantes, 2018. http://www.theses.fr/2018NANT2057/document.
Full textThis work shows that the polarization of the missions constitutive of the social state about the fight against unemployment has helped to recompose it in favor of private structures in charge of training and validation of skills for a state diploma. In the case of professions of physical and sports supervision, this delegation results in the disqualification of the organizing action of centralized bodies on a professionalistic principle. To a device organized and controlled by the ministry in charge of sports guaranteeing homogeneity in the value of the diploma has been superseded by an other one allowing reappropriations of the state diploma to the prism of special interests. Taking advantage of Bourdieu's analyzes about state, this work proposes an alternative interpretation to works that presage the end of the state or at least its withdrawal by showing that the latter, far from abdicating its exercise of the monopoly of appointment of “the official”, is recomposed by a deconcentration mechanism operating a new technical division of labor between public ministries and private organizations. While the generalization of the evaluation by competence questions the role of the diploma and its social function, the analysis of the effects of the vocational orientation of the training courses to the titles delivered by the ministry in charge of sports enriches sociology of the diploma by showing how the delegation of its organization reduces the guarantee of quality and uniformity to its principle
Escriva-Boulley, Géraldine. "Style motivationnel des professeurs des écoles et promotion de l'activité physique en EPS : efficacité d'une formation ancrée dans la théorie de l'autodétermination." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS011/document.
Full textPhysical education (PE) plays a central role to promote students' health through physical activity (PA). However, many primary school teachers avoid teaching PE. While an important amount of PE is required to reach benefits from this compulsory subject, the quality of students' experiences during PE is essential to favor students' sustainable commitment to PA. According to self-determination theory (Deci & Ryan, 2002), theoretical setting used in this doctoral work, by supporting and/or by undermining students' psychological needs through his/her motivating style, teacher may influence these experiences. This doctoral work investigated this line of research about quantity and quality of PE in primary school. Our ambition was to answer two questions : What are the factors predicting PE duration and primary school teachers' motivational style ? And, how to help them to teach PE more and better in order to promote PA ? To answer these questions our first study (cross-sectional) aimed to identify determinants and mediators of PE duration and of the quality of teaching in PE in primary school. Results highlighted the predictive role of autonomous motivation, self-efficacy, and pressures on quantity and quality of PE. The purpose of our second study (randomized controlled) was to test the effectiveness of a PE training to help primary school teachers to better support their students' psychological needs on teachers' motivating style and students' PA during PE. Results revealed a positive effect of the training on the teachers in the experimental group. The latter, compared to control group, better supported their students' psychological needs. Finally, the results showed that PE training had a little impact on students' PA. Nevertheless PA in the experimental group was higher than that in the control group when the differences between both conditions, on the dimensions of need support were the most important. This doctoral work highlights the interest to take into account pressures and motivational variables to understand teachers' choices about PE duration and motivating style in PE. It also suggests the importance of PE training to modify primary school teacher motivating style toward need support and to promote the quality of PE
Ammoumri, Mohammed. "Vers une supervision clinique et une évaluation formative des enseignants d'éducation physique au Maroc." Master's thesis, Université Laval, 1986. http://hdl.handle.net/20.500.11794/29159.
Full textBertone, Stefano. "Développement de l'activité professionnelle d'une enseignante d'éducation physique au cours de la première année d'exercice : étude de l'expérience professionnelle dans le cadre d'un dispositif de formation en IUFM et conception d'aide à la formation." Montpellier 1, 2001. http://www.theses.fr/2001MON14002.
Full textTouchard, 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.
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