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The document examines the effects of a training-evaluation portfolio approach on the development of cognitive learning dimensions in third-year students in education and training sciences. The mixed and hybrid methodology shows how this approach contributes to this development by promoting reflexivity, responsibility in learning, and a sense of mastery of knowledge. Structured feedback support seems to play a key role in adjusting the work of learners. The document highlights the importance of a competency-based approach in university and sheds light on the challenges related to the implementation of portfolios in higher education. [Extracted from the article]

La présente réflexion axée sur l’accompagnement des ménages de Kananga par Caritas Développement dans la lutte contre la pauvreté soutient que les interventions de cette structure loin d’entrainer des changements significatifs dans la vie de ces ménages, les ont maintenus dans une situation d’attentisme et de dépendance. Elle révèle que l’objectif de promouvoir leur auto-développement est en contradiction avec les résultats d’après projet. Cela n’a pas conduit à leur autopromotion et leur autodétermination. L’étude propose la mise en place des stratégies de sortie ainsi que la responsabilisation totale des bénéficiaires comme schéma qui mène vers leur auto-prise en charge

Copyright of Pistes: Perspectives Interdisciplinaires sur le Travail et la Santé is the property of Perspectives Interdisciplinaires sur le Travail et la Sante and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La présente étude porte sur l’usage de l’activité « Forum » de la plateforme numérique Moodle dans l’amélioration de la compétence de l’écrit chez les étudiants de licence de la filière d’anglais au centre universitaire Salhi Ahmed de Naâma (Algérie). Notre objectif est de valoriser cette activité qui demeure incontournable pour un travail collectif rassemblant plusieurs participants dans un espace d’échange et de collaboration, en vue d’améliorer les connaissances en langue française à travers la production écrite des textes abordant des sujets d’actualité.

L’importance ce texte est d’expliquer les difficultés que connaissent les petites et moyennes en R.D.C, en termes d’accompagnement financier pour la création et développement des petites et moyennes entreprises(PME) qui constituent le socle de la croissance et de la dynamique économique pour tout pays soucieux de son développement.

Quebec universities are experiencing a sharp increase in students with disabilities (SWD) which brings their internship supervisors under pressure in a teacher-training program. An exploratory study (Philion et al., 2019) suggests that emphasis should be placed on knowing how to accompany in a perspective of shared responsibility. Since this study, a research action examines this proposal. A learning community of researchers and supervisors co-constructs a reflective analysis framework called a concerted action plan oriented on the actions to be taken on both sides, which was used to support 27 trainees with disabilities (TWD). The resulting action plans were then analyzed and interpreted based on Bourassa's (2019) frame of reference. This frame suggests that a power relationship arises when an experienced person is responsible for supporting another. The frame of reference states that in a power relationship four variables interact: the trust to establish the bond, the right distance to co-construct meaning from what is happening, the requirement to pull the person up and the responsibility that falls to each part. Data analysis shows that the interactive combinations between these variables play a decisive role in the support offered to trainees. The conclusion is a supervision model combining a concerted supervisor/trainee action plan so that these trainees benefit from favorable conditions for their success.

A Kinshasa, l’intervention sociale en faveur des personnes de 3ème âge, en période de crise de Covid-19, a été révélatrice du déficit du travail social qui peine à se structurer, dans un champ essentiellement dominé par les professionnels médicaux. A la suite de la crise, les pratiques médicales ont étalé leurs limites par leur incapacité de mettre en valeur le lien social au centre de l’accompagnement. Ainsi, cet article démontre l’intérêt et la nécessité du chevauchement des rapports entre professionnels social et médical, en termes de complémentarité évidente entre les deux services dans la prise en charge des personnes de 3ème âge.

The 2013 decree defining the missions of higher education institutions in the Wallonia-Brussels Federation of Belgium identified applied research as a full-fledged mission of the university college. However, the professional project of teachers who evolve in university college is initially guided by teaching. In order to align its teaching staff with this new mission, one university of applied sciences has set up a call for internal projects. The study presented in this article takes as its object the novel professional development of teachers involved in research projects. With a view to the continuous improvement of the call process, its comprehensive and exploratory aim is to document the process of identity construction in which these teacher-researchers are involved, to identify the learning achieved as well as the facilitators and obstacles perceived. Finally, 51 teachers were interviewed by means of an individual online questionnaire. The data were analysed with a qualitative method. The results indicate, among other things, that the desire to do research is linked to the desire to improve and inform one's teaching practices. In this respect, the Scholaship of Teaching and learning approach (Brew, 2010) could shed light on the specificity of the professional development process in HE. The main obstacle remains the time allocated to the research project, which is both too short and difficult to combine with the time allocated to teaching. Levers are identified in the collective dynamics within and between project teams as well as in the institutional support that is necessary.

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Évaluer les apprentissages, tant pour mieux les soutenir que pour y reconnaitre les acquis (Allal et Laveault, 2009; Ministère de l’Éducation, 2003), est l’une des compétences de l’enseignante et de l’enseignant (Ministère de l’Éducation, 2020). Afin de tirer profit des usages du numérique en matière d’évaluation des apprentissages, le projet de recherche-action ÉCRAN (Évaluation Collaborative Réussie des Apprentissages par le Numérique, FRQSC, 2020-2023) a voulu rendre compte de l’activité des élèves en situation de comprendre ou de résoudre un problème en collaboration. À cette fin, de l’accompagnement a été offert au cours de l’activité de codesign. Le présent article traite des enjeux et défis d’accompagnement de deux sites distincts alors que les enseignantes et les enseignants qui y participent ont dû se préoccuper d’alignement lors de la mise en place de nouvelles séquences enseignement-apprentissage-évaluation, cela dans le contexte pandémique 2020-2021. Six catégories d’enjeux et cinq catégories de défis associées aux usages du numérique aux fins d’évaluation des apprentissages réalisés en collaboration chez des élèves du primaire et du secondaire ont été repérés.

“To be with and to go towards” is the minimal definition of the verb to accompany. This perspective makes accompaniment a particular relationship based on the symbolic value of sharing (Paul, 2009). Talking about doctoral accompaniment thus marks a strong conceptual positioning. What are the ethical implications of such an approach and how can they be identified? This contribution addresses this question from an epistemological perspective. The hypothesis suggested is that despite the ethical charters of the doctorate that define the contours of supervision or more broadly of doctoral training and despite academic freedom determined as a general principle of university research, a blind spot linked to epistemological questions remains. Doctoral students are confronted with gaps in meaning and may feel alone, isolated, or even in distress. This contribution proposes to update the ethical implications of doctoral accompaniment by recognising the political dimension of knowledge, by putting the responsibility of researchers back at the centre, by encouraging commitment and by valuing the biographical dimension in the construction of knowledge. These implications are illustrated by examples of insolent acts of research in response to certain positivist injunctions that put doctoral students in difficulty.

The supervision of doctoral research requires from university professors a strong commitment to the student and the use of high theoretical and methodological knowledge, as well as supervisory and support skills. When the supervisor has little experience in carrying out research and teaching functions, such as new university professors, the challenge is big and the consequences can be significant. This article examines the type of support 16 new faculty members at Canadian universities received when they were students and how they currently supervise their students.

Despite progress achieved in academia regarding gender parity, women remain disadvantaged on several fronts. As professors, researchers, and students, they do not benefit from the same opportunities as their male colleagues. In this article, we present results from a case study highlighting peer support between PhD candidates requiring to develop academic writing skills to integrate their field of research. Based on a theoretical framework on the socialization to the scholar profession that was developed by Skakni (2011), we analyze semi-structured interviews conducted with 25 PhD candidates from Canadian universities. The findings reveal that participants prefer to join forces with their equals by joining academic writing groups to normalize their challenges faced in academic settings. Moreover, they seem to value the support they receive from their peers, as much as the support they offer to their female counterparts. As a consequence, professional and personal collaborations emerge, through the establishment of a network of novice scholars promoting solidarity, instead of the competition usually observed in graduate studies. We then discuss the feminine perspective on this culture of competition and the gender differences leading to a disparity in socialization requirements in academia. Finally, we offer suggestions for further exploration of student-led actions, in conjunction with institutional support, to optimize the socialization of female PhD candidates, and by the same token, their insertion into the scholar profession.

Les TPE ont un grand potentiel entrepreneurial et ont un énorme poids sur l’économie, mais leur taux de mortalité et très élevé et les enjeux liés à leur survie sont complexes, pour se faire les études entrepreneuriales se sont intéressé de plus près à l’accompagnement des petites entreprises par les structures d’accompagnement appelée communément incubateurs. Ce sujet d’actualité ayant montré ses résultats de par le monde, suscite de plus en plus d'intérêt, et pour mieux le cerner, cet article traite de l’importance de l’accompagnement entrepreneurial, en définissant l’accompagnement et ses différentes structures et en présentant son processus et les différents services qu’ils proposent, pour enfin présenter la littérature à propos de la performance des TPE accompagnées

Education dealing with climate change is part of the UNFCCC Paris Agreement ratified in 2016. Education is precious to act on a broad scale on people’s behavior and society choices. It is also a demand from the youth who, more than others, is facing a worrying future, but can be helped for a mobilization of energies. Numerous initiatives emerge to implement it, while its systemic and interdisciplinary character requests a significant evolution of school’s curricula. The role of teachers is crucial and accompanying them essential. We therefore consider critical to propose pedagogical resources, which are based upon the best current knowledge on climate, i.e. the reports from the Intergovernmental Panel on Climate Change (IPCC).

Dirigé par Jean-Luc Rinaudo, « La téléprésence en formation » découle de la tenue en 2017 d’un symposium ayant regroupé des chercheuses et chercheurs de quatre différents pays (France, Belgique, Suisse et Canada) lors des rencontres du Réseau international de recherche en éducation et formation (RÉF). Composé de neuf chapitres répartis selon trois thèmes, l’ouvrage repose sur différents travaux de recherche s’intéressant à la téléprésence, et offre ainsi un vaste panorama de ce sujet phare pour la formation en ligne

In-company coaching implies support and supervision of apprentices in working situation enabling them to familiarize themselves with the various techniques of work. This is particularly evident in the social relations between apprentices and supervisors and people in charge of their training. Based on interviews with bricklaying apprentices, we study the influence of support on the occupational development of young people in training. Our approach allows to identify which support practices contribute to apprentices' occupational development and which ones can hinder it. The challenge for in-company coaching resides in assigning responsibilities to the various team members and in creating a collective support adapted to the professional needs of apprentices. [ABSTRACT FROM AUTHOR]

La longévité de la population française s’accroit. Le nombre de personnes de plus de 75 ans est passé de 5 576 099 en 2010 à 6 247 088 en 2020. Parallèlement le modèle familial, première cellule sociale, a fortement évolué depuis les années 70 sans jamais inverser sa tendance. Les enfants s’éloignent de leurs parents pour se projeter sur les bassins d’emploi et de vie en opportunité. Le soutien familial des aînés est donc moins assumé aujourd’hui par les proches mais davantage confié aux structures paramédicales ou sociales. Or, son coût financier n’est pas toujours supportable par les ayants droits et crée proportionnellement des disparités dans la qualité des services.Aujourd’hui le développement des usages du numérique démontre l’intérêt majeur qu’il y a à investir dans l’accompagnement des aînés. Il permet d’allonger le temps d’autonomie au domicile des aînés tout en garantissant un continuum et un suivi précis sur le plan médical et social. Il facilite les gestes du quotidien des bénéficiaires et rassure les accompagnants. Le coût financier devient abordable pour tous dès lors que les politiques publiques accompagnent la démarche.Les collectivités territoriales ont dans ce domaine un rôle majeur à jouer en créant un environnement numérique fiable et durable tout en assurant une couverture géographique la plus complète possible et une transversalité acceptée dans le partage sécurisé des réseaux et des données avec l’ensemble des acteurs. Les modèles économiques autorisent aujourd’hui un tel développement.

The article describes the path taken by a doctoral student during her training supervised by a team composed of a director and of two assistant directors. Faced with the main challenge presented by this process, the relational dimension played a preponderant but often obscure role. The purpose of this article is to track down the significant steps and the characteristics of the collaboration experienced, with a supervision or an accompaniment pole. In order to grasp this complex process, the collaboration and accompaniment concepts are developed further. A documentary research process was conducted to complement self-explicitation and interview sessions with the thesis supervision team. The supervision process is presented from the angle of a collaboration in four phases: the apprentice, the intermediate transformation period, the journeyman and the master (Narcy-Combes, 2001). It highlights the conditions that promoted the tipping point towards autonomy as experienced by the doctoral student, which led to her identity building as a researcher. Confidence building and respect were the basic conditions towards identity transformation and autonomy. As crisis happened, they were managed from a mediation between the supervision and accompaniment poles embraced by different team members. This article provides an incursion, from the future researcher’s point of view, in the heart of the narrow collaboration process which took place between her and the members of her supervision team.

Based on qualitative research on training experience of automation technology apprentices in Switzerland, this paper analyses the relationship between workplace guidance and the development of agency. The case study of four industrial companies shows that guidance has an influence on the form of agency that young people in VET develop on the workplace. In a context of guidance characterized by a strong relationship with the training person, expansive participation in company's activities and adapted structuring interventions, apprentices engage directly in the optimization of learning processes and take on responsibilities within the community of practices. Apprentices who experience poorly adapted or insufficient guidance feel that they are not learning their trade well and fear failure in exams. Nevertheless, these young people also develop intentionality and reflection towards the optimization of learning, whereas their action is focused on improving learning conditions. [ABSTRACT FROM AUTHOR]

Ce compte rendu met en valeur comment l’Éthique de l’accompagnement – Une approche existentielle de Jacques Quintin permet d’appréhender la relation à l’Autre, et notamment la relation soignant-soigné, de manière éthique. Ce livre démontre que le rôle du soignant réside dans l’accompagnement de la personne malade et de ses proches afin de les guider dans un processus de réflexion, un examen de soi, de délibération et de prise de décision quant à la question de leur propre existence et de la compréhension de soi. Cette œuvre est un remarquable développement, mais également un guide, dans la mise en pratique de l’éthique clinique.

Accompanying first year students in the transition from high school to university is now a major concern for universities. This article presents a support program designed for first-year students at university. The program is based first on workshops whose aim is to help students question their working methods in order to fit academic requirements. The workshops focus on time management, learning effectively, identifying causes for failure or success. All the first-year students attend the workshops.Besides the program also relies on teaching methods which are shared by the teaching staff, whether in structuring projects or in classroom practice.The program has been assessed for its impact on the one hand on the students’ academic success in semester 1 (fail/pass, dropout rates), and on the other hand on whether the students felt more proficient in the skills taught in the workshops.The program does not appear to impact student success. However, the dropout rate has significantly decreased. Besides after following the workshops, many more students expressed a sense of competence regarding working methods at university.

Cet article analyse, d’une part, le travail d’intermédiation locative, de soin et d’accompagnement à domicile à destination de personnes atteintes de troubles psychiques graves et, d’autre part, les difficultés d’appropriation de l’habitat vécues par ces personnes. Cette analyse s’appuie sur une enquête de terrain réalisée dans une métropole française au sein d’une équipe chargée d’accompagner des patient·es psychiatriques vivant dans des logements accompagnés, une structure combinant l’offre d’habitat aux soins et à des interventions socioéducatives. L’article montre que, si cette équipe cherche à « sécuriser » les cohabitations en essayant de prévenir et de réguler des pratiques d’habitation jugées déviantes (isolement à domicile, incurie, squattage, consommation de drogues, par exemple), les résident·es expriment des sentiments d’insécurité (au sens d’instabilité) et des difficultés d’appropriation qui sont associés tantôt à leurs trajectoires résidentielles morcelées et vulnérables, tantôt à leurs conditions de vie et d’habitation (précarité économique, surveillance de leurs modes de vie, incertitude quant à leur avenir en matière de logement). La prise en compte du point de vue des personnes concernées permet de voir comment des pratiques supposées favoriser l’inclusion sociale, dans et par le logement, de personnes stigmatisées peuvent en vérité organiser des mécanismes de régulation et de contrôle de leurs modes de vie à domicile, de leurs pratiques de mobilité quotidienne et, in fine, de l’exercice de leur citoyenneté.

The CLEFS program, which has been implemented in November 2018, in Lyon, supports students with special needs in their first year at university, to prevent them from dropping out. Dramatical means invested in this program make it possible to provide students with intense support: groups of maximum 12 people, tutoring, tripled time for transversal teaching on university methodology and literacy, critical and scientific thinking. A collaborative project-based approach enables us to address such skills in a real life perspective, aiming at organizing a final public event on the interdisciplinary issue studied. In this context, we intend to support their academic literacy through pedagogical tools fostering students’ autonomy, with a special focus on making sense of the use or production of written materials. Dialogue plays a great role in this meaning making process, since learning and reasoning may only occur in interaction with peers, with the didactical objects studied, with existing literature, and with the audience to whom the project is directed.

Une des grandes orientations de la formation des enseignants au Québec est la professionnalisation (Gouvernement du Québec, 2001). Afin de favoriser cette professionnalisation, il est essentiel de construire la structure de formation à partir de l’analyse réflexive en milieu réel (Perrenoud, 2001), et ce, en mobilisant un ensemble de ressources dont les savoirs théoriques et les savoirs pratiques (Perrenoud, 1998). Ainsi, les étudiants entrent dans un processus de développement professionnel, à savoir un processus de changement et de transformation (Uwamariya & Mukamurera, 2005) soutenu par la pratique réflexive (Buysse & Vanhulle, 2009). Depuis 2014, une équipe de chercheures de l’Université du Québec à Chicoutimi expérimente l’implantation du ePortfolio dans le cadre des stages. Cet article présente l’analyse des points de vue de superviseurs universitaires (SU) et d’enseignants associés (EA) sur : 1) les liens réalisés entre les cours et les stages par le biais du ePortfolio; 2) l’accompagnement offert par le SU et l’EA pour faciliter la réflexion autour des liens et; 3) les retombées du ePortfolio sur l’évaluation du stagiaire. Cet article aborde les résultats d’une enquête par questionnaire réalisée auprès d’enseignants associés (N = 19) ainsi que ceux issus de deux groupes de discussion réunissant des superviseurs universitaires (N = 8). Trois constats émergent de cette recherche, à savoir que, dans sa forme actuelle, le ePortfolio facilite les liens entre les différents types de savoir, mais les liens sont peu explicites pour les accompagnateurs (SU et EA); la logique d’accompagnement avec le ePortfolio est avant tout normative et spéculative et, finalement, que le ePortfolio a une fonction de régulation pour l’EA, mais pas pour les SU. En conclusion, des recommandations pour l’intégration de ePortfolio sont formulées à cet effet. One of the main focuses of the teacher training in Quebec is professionalization (Government of Quebec, 2001). To promote this professionalization, it is essential to build the training structure from field reflective analysis (Perrenoud, 2001), by mobilizing a series of resources including theoretical and practical knowledge (Perrenoud, 1998). As such, students embark on a professional development process, or a process of change and transformation (Uwamariya & Mukamurera, 2005) supported by reflective practice (Buysse & Vanhulle, 2009). Since 2014, a research team at the Université du Québec à Chicoutimi has been experimenting with the implementation of the ePortfolio as part of internships. This article presents the analysis of the points of view of academic supervisors (ASs) and associate professors (APs) on: 1) the links created between the courses and the internships with the ePortfolio; 2) support provided by the ASs and APs to foster reflection on these links and; 3) the implications of the ePortfolio on the evaluation of the intern. This article examines the results of a survey conducted among associate professors (N = 19) as well as those stemming from two discussion groups composed of academic supervisors (N = 8). Three factors emerge from this research, namely that in its current form, the ePortfolio fosters links between the various types of knowledge, but these links are rather unclear for those accompanying the students (ASs and APs); the assistance logic with the ePortfolio is normative and speculative, first and foremost, and lastly, that the ePortfolio has a regulating function for the AP, but not for the AS. Recommendations for the integration of the ePortfolio are made in this regard.

Dans la lignée des politiques publiques, l'Association des paralysés de France (APF) vise un objectif de participation des personnes ayant des incapacités. Celle-ci peut être entendue comme une participation aux activités ou encore comme une participation aux décisions. Cette catégorisation questionne la compatibilité entre différentes logiques d'accompagnement et les objectifs qui leur correspondent. Issu d'un travail de thèse, le présent article s'appuie sur une recherche documentaire, 11 monographies de structures de l'APF ainsi que 49 entretiens non directifs auprès de salariés, bénévoles, adhérents et usagers de l'association. Les résultats mettent en évidence une concurrence, du point de vue des accompagnants, entre participation aux activités et participation aux décisions. La nécessité d'obtenir rapidement des résultats incite ces accompagnants à construire eux-mêmes une offre d'activités et de services, solution leur semblant la plus rapide et la plus efficace pour viser la « participation ». Cependant, cette voie les inscrit dans une position complexe voire inextricable lorsqu'il s'agit d'intégrer l'objectif de « participation aux décisions » des usagers. In line with public policies, the French Association of Paralyzed People (APF) promotes the social participation of people with disabilities. This objective can be achieved both through participation in activities and participation in decision-making processes. This dual categorisation raises questions about the compatibility of logics of support and program objectives across these two facets of participation. Arising from work conducted in the context of a PhD dissertation, this article is based on document analysis and 49 in-depth interviews with employees, volunteers, members and users of the APF. The results highlight a tension, from the point of view of professional supports, between participation in activities and participation in decision-making. For the sake of swift and tangible results, professionals are encouraged to offer activities and services to achieve faster and more effective social participation. However, this places them in a complex, or even inextricable, position when it comes to enhancing users' participation in decision-making. [ABSTRACT FROM AUTHOR]

Malgré les politiques publiques françaises mises en place pour répondre aux besoins des étudiants en situation de handicap et la promulgation de lois en faveur de l'inclusion dans l'enseignement supérieur, de nombreux obstacles conduisant à l'exclusion sociale persistent. À partir d'une enquête sociologique par entretiens semi-directifs (n = 19) auprès de lycéens et étudiants atteints de maladie grave et chronique, cette contribution analyse l'impact de problèmes de santé des jeunes sur leur trajectoire estudiantine. L'objectif initial était d'identifier les manques et attentes de ces jeunes en situation de handicap en vue de proposer une réponse adaptée à leurs besoins, tout en prenant en compte les ressources existantes dans une démarche co-constructive. L'analyse de cette enquête montre qu'il existe un cloisonnement entre les niveaux sociaux des lycéens et étudiants malades. L'accompagnement des parents et la transition lycée/études supérieures sont obstrués par un manque de cohésion entre les institutions. L'approche systémique et polycentrée dans laquelle s'insèrent nos travaux nous amène à repenser la façon dont les trois milieux gravitant autour du jeune (éducatif, médical et familial) s'impactent entre eux. À l'issue de notre étude, il s'avère qu'une neutralité institutionnelle, sous la forme d'une aide humaine ayant une posture médiatrice, semble constituer une piste de réponse pertinente aux problématiques vécues par les étudiants atteints d'une maladie grave et chronique. In spite of the French public policies implemented to meet the needs of students with disability and the promulgation of laws promoting inclusion in higher education, many barriers leading to social exclusion remain. The present paper analyzes the impact of health issues on young people educational path using com semi-structured interviews with high school and university students affected by serious and chronic diseases (n = 19) from a sociological survey. The objective was to identify the needs and aspirations of these young people with disability to propose a suitable response to those needs, while also taking into account existing resources using a co-constructive approach. The analysis highlights the disconnect between the different domains of social interaction in which disabled students are included. Parental support and the transition between upper secondary and higher education are hindered by a lack of institutional cohesion. We investigate how stakeholders in the three institutional domains concerned with the disabled students (educational, medical and family) interact with each other using a systemic and polycentric approach. Our study shows that that a mediator is required to help solve the problems encountered by students with serious and chronic diseases as one possible approach to address their needs. [ABSTRACT FROM AUTHOR]

Dans cette contribution, nous mettons l’accent sur un groupe de recherche collaborative centré sur les superviseurs de stage. Depuis trois ans, les acteurs interrogent le processus de coévaluation de stage dans des instituts de formation des enseignants. Notre visée est de montrer en quoi le partage de représentations sur l’objet à l’étude, la coévaluation de stage, la coconstruction d’une définition commune et l’analyse collégiale de données issues des pratiques des participants jouent sur la « qualité » de la recherche collaborative. Plus spécifiquement, nous cherchons à identifier les bénéfices et les freins de travailler un dispositif relatif à l’évaluation « en collaboration » au sein même d’une recherche collaborative.

Plusieurs travaux portant sur la réussite scolaire ont mis l’accent sur les facteurs d’impact et les gestes favorisant une mobilisation adéquate des approches d’enseignement. Les communautés éducatives à travers le monde exposent d’innombrables ressources en vue d’ajuster les pratiques enseignantes sur le terrain. Elles aident aussi à trouver des moyens pour rendre visibles les apprentissages des élèves. Leurs préoccupations convergent aussi autour des rôles déterminants joués par les enseignants. Ces derniers assurent aussi la mission de connecter les systèmes éducatifs aux technologies nouvelles. Le processus de médiation symbolique relié aux fonctions de tuteurs produit des effets transformateurs relevant de quelques facteurs de protection. Le contexte d’utilisation de la technologie est variable, à l’école, à la maison comme dans la communauté. Une recherche exploratoire a été menée concernant l’encadrement des élèves présentant un trouble neurodéveloppemental. Associant la recension des travaux scientifiques à des entrevues semi-dirigées (élève, parent, enseignant), ce texte met en évidence les atouts de l’effet-tuteur, considéré comme une force dans l’accompagnement des élèves.

The support of a supervising teacher and university supervisors have a major role in the training of future teachers. In order to improve this support and professional development, the portfolio was introduced into a teacher education program. This paper presents the results of an empirical research carried out in collaboration with a team of multi-actors to structure an eportfolio and to test it. The first part defines the eportfolio and links it to the accompanying concept. Then, this paper describes the collaborative research design and the methods to collect data. The article ends with a reflection on structuring the eportfolio with practitioners and the need to ask existing activities before innovation.

Change and innovation are terms often taken for each other. But this is not the case and this distinction is important in education and training, because it determines how to understand the evolution of education and training systems. This presentation aims to show the differences, both historically and socially. Change is more readily associated with support, while innovation focuses on the content of the transformation and its impacts. The concept of new is however common and it is in the treatment of this novelty and its realization that a possible comparison is made between the two terms. These two terms, which are widely used in training, are both factors of transformation: if change focuses on supporting career paths, innovation as an adventure puts more emphasis on the effects of change that it can produce in a short-term or long-term, on people, organisations and institutions. This contribution is an opening to reflection implemented in the articles of this thematic issue. [ABSTRACT FROM AUTHOR]

This article presents the main conclusions of an ergonomic thesis on the activity of staff representatives in CHSCTs (occupational health and safety committees) at the SNCF. These elements may shed new light on certain determinants of an activity that can be developed to help improve working conditions. After a presentation of the framework and methodology of an intervention-research study, we will present the main lessons learned. The activity of the staff representatives is here considered as a collective resolution of design problems. We will show the difficulties they have in integrating employees and mobilizing work during the resolution of issues that exist throughout the company. We will then be able to describe the main methodological guidelines for ergonomic interventions that aim to develop the capacity of staff representatives to deal with work related issues. It is about providing them with tools so that they can think, act and debate differently about both the work of the employees and their own work. [ABSTRACT FROM AUTHOR]

Confronted increasingly with the difficulties of the students to deliver training writings which are the faithful translation of their thought, the IFTS has put in place an experiment to accompany the future social workers in the structuring of their writings. This support is focused on writing as a process involving multiple regulations and on the collective appropriation of writing training. Collective workshops, plural proofreading and interrogative dialogue with the written material thus invite the students to apprehend writing as a deliberate deliberative act. This article aims to report on an observation process that took place over a year of the educational process to expand and develop this support within our institution. We try to highlight the modalities that allow people in formation to enter the writing, to experience its path and to summon the other, the reader, in their writings. [ABSTRACT FROM AUTHOR]

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