Literatura científica selecionada sobre o tema "Verbalisations enseignantes"
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Artigos de revistas sobre o assunto "Verbalisations enseignantes":
Guerrouache, Céline, e Jacques David. "Approcher l’écriture du français au préscolaire en développant des procédures linguistiques efficientes". SHS Web of Conferences 138 (2022): 06003. http://dx.doi.org/10.1051/shsconf/202213806003.
Gouvêa Lousada, Eliane. "Genres de textes en circulation dans la sphère du travail d’enseignement et dans la formation professionnelle de l’enseignant". Revista da Anpoll 51, n.º 2 (9 de setembro de 2020): 232–47. http://dx.doi.org/10.18309/anp.v51i2.1422.
Scheepers, Caroline. "Les verbalisations écrites et orales des enseignants autour des journaux des apprentissages". La Lettre de l'AIRDF 59, n.º 1 (2016): 25–35. http://dx.doi.org/10.3406/airdf.2016.2087.
Fortier, Gilles, e Clémence Préfontaine. "Pauses, relecture et processus d’écriture". Articles 20, n.º 2 (10 de outubro de 2007): 203–20. http://dx.doi.org/10.7202/031707ar.
Gattuso, Linda, Raynald Lacasse, Viateur Lemire e Jean-Marie Van der Maren. "Quelques aspects sociaux et affectifs de l’enseignement des mathématiques ou le vécu des mathophobes". Revue des sciences de l'éducation 15, n.º 2 (26 de novembro de 2009): 193–218. http://dx.doi.org/10.7202/900627ar.
Rodi, Mireille, e Thierry Geoffre. "Étude de l’impact d’une application numérique pour favoriser le raisonnement métalinguistique". SHS Web of Conferences 78 (2020): 07019. http://dx.doi.org/10.1051/shsconf/20207807019.
Lousada, Eliane. "Le jeu de voix dans les verbalisations des enseignants débutants sur leur travail : prise de conscience, réflexion sur le métier et formation". Travail et Apprentissages N° 17, n.º 1 (2 de dezembro de 2015): 103–20. http://dx.doi.org/10.3917/ta.017.0103.
Burrows, Alice, e Grégory Miras. "Pratiques numériques en langues : de la verbalisation à l'analyse des préoccupations enseignantes". Alsic, Vol. 22, n° 2 (22 de junho de 2019). http://dx.doi.org/10.4000/alsic.3549.
Teses / dissertações sobre o assunto "Verbalisations enseignantes":
Xiao, Wei. "Analyse des interactions en classe de langue en milieu universitaire chinois : les obstacles rencontrés par les enseignants extra-nationaux face aux étudiants chinois et leurs postures d'enseignement". Thesis, CY Cergy Paris Université, 2021. http://www.theses.fr/2021CYUN1084.
Focused on the research field of teaching practices, this research aims to identify and categorize the obstacles that the teachers of French as a foreign language (hereafter referred as “FFL teachers”), who do not share the educational culture of their Chinese students and who work in an exolingual environment, have encountered in their classes. We are interested in the postures adopted by teachers to bypass, face or overcome the obstacles. Following an ethnographic approach, our research relies on the classroom interactions and teachers' verbalizations about their teaching practices. The analysis of teaching practices is also supported by the learners' points of view. Through a questionnaire and interviews with Chinese students, we try to understand the presence of obstacles and the effectiveness of teachers in dealing with these difficulties. The study of the obstacles in the teaching practices makes it possible to better understand the work of teachers in an exolingual environment, to enlighten the teacher's action as well as the development of the professional skills and finally to think about in a better way the training of FFL teachers who work in Chinese universities.Keywords: teaching practices, obstacles, exolingual environment, teachers' postures, classroom interactions, teachers' verbalizations
Xue, Lin. "Aspects évolutifs de l’agir professoral dans le domaine de l’enseignement des langues : une étude à travers les discours de verbalisation de six enseignants de français langue étrangère et de chinois langue étrangère". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA148/document.
This dissertation is devoted to reconstructing the dynamics of foreign language teachers’ thinking by a multimodal and longitudinal approach. Focused on the field of Applied Linguistics and teacher cognition in particular, the present work is part of a multidisciplinary theoretical framework co-constructed of Social constructivism and Emergentism. This study involved six teachers of French as a foreign language (FFL) and Chinese as a foreign language (CFL) working in China and in France, each being followed up for one semester, through classroom observation and different kinds of interviews (semi-directive interviews and stimulated recall). Their verbalization was then analyzed by a mixed approach combining content analysis and discourse analysis. Besides an instable self-image characterized by multi-identity, emerge from each teacher’s discourse a knowledge and belief system and its historicity, subjectivity, contextuality and contradiction. The validity of Activity Theory is confirmed by a division of labour based on learners’ profiles that the teacher typifies. The importance of embodied action is dependent on the expected outcome. Teachers wish to not only complete their teaching activity but also reach an effect which is an integrated part of their thinking patterns. The non-linearity of context changing explains the updating of teacher’s thinking and practice. Teacher cognition’s complexity is structured around a dynamic between intentionality, embodied action and situational constraints. The break of reflexivity during action, discovered in neurosciences and validated here in a human and social sciences’ methodology, constitutes the key contribution of this work