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Notre article propose d’analyser le rôle des compétences listées dans le Référentiel de métier de 2013 à destination des futurs enseignants du second degré dans le système éducatif français. Il explore les liens entre le document, la formation initiale des étudiants et le développement de leurs gestes professionnels mais aussi de leur évaluation. Note étude se situe à l’Inspé de Limoges.

Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education 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 Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

L’intégration du numérique dans le programme de formation initiale des futurs enseignants de six premières années de l’Éducation de Base a été la toile de fond de cette étude. Les résultats enregistrés indiquent qu’actuellement, deux obstacles majeurs se dressent face à l’intégration du numérique dans cette phase de formation, à savoir : le manque des contenus techno-pédagogiques et l’absence des contenus d’enseignement susceptibles de faciliter le développement des compétences d’usage et des compétences de maîtrise raisonnée du numérique dans le programme de formation de ces futurs enseignants. Tenant compte de cette situation, la présente étude suggère les recommandations ci-après : la reconnaissance de la techno-pédagogie comme maillon important dans le processus de production des enseignants, l’intégration du numérique et le développement de toutes les compétences qui régulent à ce jour, les technologies éducatives comme des atouts dans la formation initiale (élaboration et diffusion de contenus éducatifs, gestion systématisée de l’apprentissage, utilisation des applications linguistiques, création des logiciels de contrôle des connaissances, développement du tutorat personnalisé, ...)

The work discusses the contributions of the "Inclusive Education" curriculum component in the initial education of mathematics teachers. It is characterized as a case study with a qualitative approach, whose data were collected from undergraduates and graduates from a mathematics degree course at the Federal Institute of Ceará (IFCE) attending the component from 2016 to 2019. Relevant perspectives were highlighted from participants' views on the curriculum component, highlighting a better understanding of the concept of disability, types, and education from an inclusive perspective, in addition to a greater understanding of the need for initial/continuing teacher education to promote inclusion, favoring didactic-pedagogical adjustments necessary for the effective learning of people with disabilities. The emphasis on the importance of the "Inclusive Education" curriculum component allows us to infer that it aroused interest and instigated the search for subsidies that favor a professional practice that promotes learning in diversity. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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 Philological Studies & Research: Applied Foreign Languages Series / Studii si Cercetari Filologice: Seria Llimbi Straine Aplicate is the property of Universitatea din Pitesti, Department of Applied Foreign Languages 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.)

Les conditions auxquelles les futur·e·s enseignant·e·s spécialisé·e·s sont confronté·e·s lors des stages de formation initiale sont encore peu connues et peu discutées. Cet article vise à décrire à partir de données d’observation filmées, transcrites et analysées, les conditions de formation dont bénéficient cinq stagiaires lors de leurs stages de formation initiale effectués à Genève dans différents contextes d’enseignement spécialisé. Les résultats révèlent une grande proximité entre les conditions de formation et les conditions de travail effectives du corps enseignant spécialisé. Ils soulignent leur singularité, leur diversité, tout comme leur caractère formateur, mais dévoilent également les risques d’une telle proximité pour la formation des stagiaires.

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 Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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 formation professionnelle des enseignants de l’enseignement secondaire est au cœur de la prochaine réforme qui est opérationnelle depuis septembre 2021 en France. Les Instituts nationaux supérieurs du professorat et de l’éducation doivent à nouveau penser leur offre de formation en fonction de l’évolution du métier, des besoins des élèves et des directives européennes. Dans cet article, nous nous posons la question du bien-fondé d’un enseignement en anglais pour les futurs professeurs de Lettres modernes dans leur cursus de formation initiale.

The article aims to understand how the experiences and experiential learning of mathematics teaching emerge narratively from curricular practices in mathematics teaching at IFSertãoPE. The study is of a qualitative nature because it believes that the subject and the formative reality are conceived as inseparable; and in the narrative research approach characterized by being a comprehensive/interpretive process of the narratives/experiences of four collaborators who work as high school mathematics teachers at the Federal Institute of Education, Science and Technology of Sertão Pernambucano. The research device was the reflective workshop, developed in six sessions. The results allow us to conclude that initial training is fundamental for the construction of a curriculum that becomes effective in relation to educational actions. The study showed how the experiential learning of mathematics teaching is woven in the formative micro relationships that teachers develop by inhabiting the teaching profession in the school routine, producing knowledge and experiences of what is lived. [ABSTRACT FROM AUTHOR]

Instructional supervision practices adopted by teams providing internship support depend on how the support is perceived and the context in which the internship takes place. These practices have been tested in a Western context. However, in the Democratic Republic of Congo (DRC), the context of the initial training of primary school teachers raises questions about the possibility of transferring instructional supervision practices as they are. This article presents a study conducted in twenty primary and secondary schools. The study reports on how the process of supporting trainee teachers was modelled based on field data. Our data come from a field survey conducted through semi-structured interviews, focus groups and participant observation. The participants observed the support models of experienced trainee teachers in western countries. This modelling is the starting point of a reflexive approach to develop and implement new instructional supervision practices. [ABSTRACT FROM AUTHOR]

Objectives This study aims to establish an inventory of the teaching of Therapeutic Patient Education (TPE) in the initial training of French midwives. Method: A descriptive quantitative study was conducted in France. An online questionnaire comprising 27 questions was distributed to 35 French midwifery schools. Results: Out of 19 schools that responded to the survey, 11 taught TPE, 8 did not address it in training. This teaching is mainly transversal. The obstacles to the teaching of TPE are the current density of the program, the absence of a text regulating this teaching and the difficulties in circumscribing the field of TPE in relation to that of prevention, promotion and health education. The simulation is used in only one school. Discussion: This survey shows a willingness of educational teams to invest in the teaching of health education, including TPE. For this, it is a question of strengthening the training of teachers in order to clarify the areas of intervention of the midwife calling for health promotion, prevention and health education; to offer specific internships to students and to use simulation. Extending the duration of initial training is an opportunity to plan specific teaching and to discuss the place of the health service. [ABSTRACT FROM AUTHOR]

Copyright of Revue de Psychoéducation is the property of La revue canadienne de psycho-education 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.)

Chronic kidney disease is a worldwide public health problem. Nephrology nursing is an effective intervention in the management of this disease. However, nurses can only develop the skills related to this care after receiving specialized initial education. This article explains the initial nursing education in specialized nephrology care in selected countries., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

This article aims to present how the Pedagogical Residency Program (PRP) contributed to the choice of praxeologies a mathematics degree course student at the Federal University of Sergipe (UFS) made to teach geometric solids in a 6th-grade class. fundamental. To this end, we based the study on the anthropological theory of didactics (ATD), developed by the theorist Yves Chevallard. To reach the objective, we followed the group of residents to which our student belonged during the program. At this stage, our work consisted of field research, and, for data collection, we used the logbook, interviews, application of a questionnaire and the students' reports, in which they described the activities carried out during the program. For data treatment, our approach was mainly qualitative, with a more interpretative perspective. Among the main results, we evidenced that the praxeologies used by the resident carry much of the National Common Curricular Base (BNCC), the most recent guiding document of basic education, read and discussed in the weekly meetings of the PRP. In her approach, the resident used the methodology of manipulative materials, which was also studied in these meetings. In this way, we evidenced the articulation between theory and practice defended by the PRP, while the resident put into practice what was discussed at the university. [ABSTRACT FROM AUTHOR]

The present work sought to identify in the PR - Mathematics students' testimonies their understandings of mathematical literacy and competencies when planning and developing mathematical modeling (MM) activities. For this, we intended to answer the following guiding question: What understandings of the favoring of mathematical literacy competencies are manifested by math residents when they develop MM activities? Data production was through a training course with math residents of a public university of the state of Paraná on MM and the competencies of mathematical literacy. The analysis of the data was done interpretively based on the guiding issue. Concerning the results, three categories were evidenced: i) Development of mathematization; ii) Possibilities to formulate, employ, and interpret/evaluate; iii) Development of contents and concepts from different areas of knowledge. This study, in addition to contributing to prospective teachers' education regarding knowledge of mathematical literacy competencies and the contributions of the MM in this process, also proved to be aligned with the objectives of the PR as a professional qualification program for prospective teachers. and interaction between the university and basic education. [ABSTRACT FROM AUTHOR]

Résumé : Depuis plus de trente ans, la formation des enseignants, enjeu majeur pour les établissements d'enseignement supérieur, fait l'objet dans tous les pays de réformes profondes et de remises en question ou de remaniements dans plusieurs pays. Conscientes que le statut de la profession d’enseignant et sa reconnaissance sociale passent par le niveau de la qualification exigée, les institutions éducatives se sont attachées à offrir de plus en plus des stages et de formations continues soit en présentiel, soit en ligne afin de répondre plus efficacement aux besoins et aux attentes des individus, des entreprises et de la société. La présente étude s’attache à recueillir des éléments concernant les formations et les stages d’été des professeurs, offerts par le Centre de Linguistique Appliquée de Besançon (CLA) en France, tout en mettant l’accent sur les rapports entre formation académique et compétences professionnelles d’une part et sur les avantages d’une formation en immersion malgré l’existence d’une multitude des formats de formation en ligne d’autre part. L’objectif final de ce travail est d’évaluer la pertinence et l’efficacité d’une formation en présentiel de courte durée (15 jours ou un mois) du point de vue des stagiaires de différentes nationalités à travers d’une enquête de terrain et d’un questionnaire.

This study aims to know the personal academic experience of students in the field of visual and plastic expression before accessing their undergraduate studies. An ex post facto descriptive design is used. A questionnaire is administered to 94 students in both the 4th Grade of Primary Education of the Faculty of Education at the University of Murcia, and an affiliated center of this university. Specific and relevant data on students' experiences with the discipline are analyzed to know their access profile. The main results show a great heterogeneity, due to the lack of curricular specification and the teaching of non-specialists. Also, the area has training possibilities that were not used in the Primary Education Stage. [ABSTRACT FROM AUTHOR]

One of the consequences of the current global environmental crisis is the loss of biodiversity. For decades human beings have been aware, thanks to numerous scientific investigations, of the impact of our activity on living systems. For this reason, with the aim of knowing the knowledge about biodiversity and analyzing how this topic can be transferred to Primary classrooms, we present a didactic experience carried out with future Primary. This study was carried out within Talleres de la Naturaleza, a subject framed in the 4th year of the Degree in Primary Education at the University of Murcia, during the academic years 2018-2019 and 2019-2020. Twenty didactic proposals were analyzed qualitatively with QDA Miner 5 Lite Version in relation to pre-established didactic, curricular and scientific criteria. The proposals analyzed reveal a predisposition to work with the 3rd year of Primary, with an average duration of 3 sessions and 3 activities per session. Besides, proposals evidence a very descriptive vision of biodiversity which is not dynamic. In the analysis of the proposals, we detected errors originating from a lack of knowledge of the surrounding environment and little or no understanding of the values of local or regional biodiversity. This deficit in scientific knowledge may lead future teachers to have a deficit in didactic knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo 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.)

Objectives: The objectives of this study were to specify the evolution of the teaching of patient therapeutic education (PTE) since the last survey in 2016, and to describe the place of health simulation in this teaching in nursing schools of France. Method: A national survey, by questionnaire, of the 331 nursing schools of Metropolitan France and overseas was carried out. The descriptive questionnaire was designed on the basis of a study carried out in 2016 on the same objective and completed with regard to the objectives of the present study. Thirty-eight closed and open questions addressed the teaching of PTE and the use of simulation in this teaching. Results: Ninety-two nursing schools (28%) participated in this study. Teaching in PTE has changed little compared to the 2016 results, but trainers have continued to train. Practice in the field remains insufficient. Forty-one nursing schools (45%) used simulation in their PTE teaching, mainly role-playing and intervention with standardised patients. According to the respondents, the simulation sessions allowed students to work on their reflective practice and their posture as a health educator. Obstacles to the development of simulation were expressed, in particular the lack of time. Discussion: Although the teaching of PTE has changed little since 2016, the study shows that simulation is increasingly used to train nursing students. While simulation partly replaces the lack of practice in placements, it needs to be thought through to allow students to work on transferring their learning to different educations and the health service. [ABSTRACT FROM AUTHOR]

Copyright of Social & Economic Studies is the property of University of the West Indies - Mona 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 Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

The training of healthcare professionals, in particular doctors and nurses, is a crucial point for improving patient care, from the prevention of acute pain to the monitoring of chronic pain patients. The aim of this article is to take stock of the current state of training, particularly for nurses and nursing assistants, and to make proposals both in the field of initial and continuing training for nursing professionals and in the formalization of training for pain resource nurses, who are expert professionals in the field of pain, whose expertise is not currently recognized. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef 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.)

Context: To ensure the students' professionalization, initial training scope must explicitly determine the professional competencies to develop, the professional culture to favour and the professional identity (PI) to support. It allows a better understanding of professional roles and develops both professional and personal well-being. However, PI remains the least well-defined dimension within initial midwifery training framework. Aim: To explore and analyse PI construction during initial midwifery training, in order to identify the factors influencing its development, with the intention of improving its support during training. Methods: Qualitative study using semi-directed individual interviews was conducted, with second year of the advanced training in midwifery students. Results: Nine interviews were carried out. The midwifery students PI is constructed in the relationship to oneself, to the profession, to the training and to others, according to biographical and relational socialisation processes. The construction of the PI is punctuated by periods of "identity dissonance" allowing for the reconciliation of personal aspirations and professional projections. The development of professional competencies allows students to participate in roles and to incorporate their emerging PI. The construction is disrupted by the misunderstanding of the training expectations by the different actors. Conclusion: Perspectives can be considered to support midwife students in the construction of their IP: identifying periods of rupture, engaging students in understanding themselves through reflexivity and involving all actors for a shared conception of training. [ABSTRACT FROM AUTHOR]

As part of the "reengineering" of initial studies of physiotherapy, it is sought to understand the situation of transmission-learning of the clinical reasoning of a student and his tutor in an internship situation, during the first patient encounter. The first session is considered a problematic situation in the link professions. Using Houssaye's pedagogical triangle (2014) and Lescouarch's quadrangle (2018), the interactions of guardianship and shoring are looked at. The approach used is part of the field of professional knowledge. The student performs, under supervision, a first care session with a patient accustomed to this liberal practice. The survey methodology implemented includes recordings of care sessions. The comments are based on the analysis of data from five patient/tutor/student triads. The analysis of the interactions and the different positions taken by the actors during the session allows modeling in an educational pyramid, placing the patient as a third part mediator in the learning of clinical reasoning. He assumes several roles depending on the support and the pedagogical posture he adopts. The patient's role in this learning be an unthought of the training. [ABSTRACT FROM AUTHOR]

Introduction: Teaching of therapeutic patient education (TPE) in initial training (IT) is developing without any guidelines defining good practices. The starting point of such a work of recommendations is the study of the recent situation. This study describes FI training practices. Method: A scoping review was conducted from January to May 2019 on 4 databases (Pubmed, ERIC, Cinahl and Psycinfo). Results were categorized and supplemented with the viewpoints of TPE actors solicited during the 7th Congress of the European Therapeutic Education Society (SETE) in May 2019. Results: Twenty-four articles were selected and 40 TPE actors were questioned. Results show an important heterogeneity of learning objectives and contents, often reduced to a few contributory elements of an educational approach. Active learning methods are most often mobilized, particularly role-playing. Some training courses supplement teaching with internship. Evaluation focuses mainly on satisfaction and skills acquired by the students but does not explore the transfer capacities of the students. Discussion: Results indicate the need to define learning trajectories in the field of IT TPE. Recommendations are needed to stabilize the core foundations of this curriculum. This work should be based on broad consultation with experts in TPE and its teaching. In view of the lack of evidence, a consensus research method is to be preferred. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Taking account of the conditions and the constraints in which is submitted the mathematical training in M1 MEEF first degree to the ESPE, and after identifying some needs, we study aspects of the praxeological equipment of student teachers within the framework of a project of training. We assume that praxeologies of modelling and praxeologies relating to the type of task "Analyze a corpus of pupils' productions" would be useful entities - and at present missing ones - of the praxeological equipment considered adequate for student teachers by teachers. [ABSTRACT FROM AUTHOR]

L'Institut Convergences en Agriculture Numérique #DigitAg est un projet pluridisciplinaire ambitieux centré sur l'apport des technologies de l'information et de la communication (TIC) en agriculture. #DigitAg attache une grande importance à la formation initiale et continue, et s'est donc doté d'une « Graduate School » qui regroupe 20 Masters et mastères spécialisés autour de l'agriculture numérique. Cet article commence par présenter brièvement le contexte dans lequel s'inscrit cette Graduate School. Il décrit ensuite les trois principaux objectifs de la Graduate School : fédérer un collectif (d'étudiants), favoriser la pluridisciplinarité (des enseignements) et générer des opportunités (pour nos étudiants). Les moyens mis en œuvre pour les atteindre sont aussi présentés tout au long de l'article.

L'objectif de cet article est de présenter les résultats d'un projet qui a conduit à la conception et au développement d'une exploitation numérique méditerranéenne (domaine viticole commercial) dans le sud de la France : Le Mas numérique. Cette exploitation est destinée à démontrer l'intérêt technique mais aussi fonctionnel des solutions numériques qui y sont déployées. Le Mas numérique est opérationnel depuis 2 ans. Il répond à des enjeux de formation initiale et continue, mais aussi à des enjeux d'interopérabilité. Le cas de la viticulture dans le sud de la France est particulièrement intéressant à aborder car les technologies numériques sont en cours d'adoption par les viticulteurs et les services de conseil de la région. L'objectif de l'article est de partager cette expérience en présentant la collaboration qui a été mise en place avec les entreprises, les acteurs académiques et les professionnels. L'article présente l'organisation du projet et le modèle de financement qui ont été choisis afin de concevoir une exploitation numérique modèle avec des technologies toujours à jour. Le modèle proposé est original et permet d'inscrire le projet dans la durée. 15 services numériques ont été déployés sur une exploitation viticole, ils ont été organisés sur des axes de démonstration correspondant à des problématiques pratiques (gestion du rendement et de la qualité, protection sanitaire). Ces axes permettent de rendre les solutions numériques compréhensibles par les viticulteurs et les conseillers. Un accompagnement spécifique a été mis en œuvre pour le chef du vignoble et les salariés du domaine afin de faciliter l'adoption concrète des solutions numériques. L'article présente une typologie des visiteurs (plus de 1000 vignerons et conseillers sont venus au Mas numérique depuis son lancement) ainsi qu'une brève description des formations et activités proposées lors des visites.

L’apprentissage mobile se déroule à travers des interactions sociales et des contenus par l’usage de dispositifs électroniques et personnels (CROMPTON, 2013). Pour l’UNESCO (2012), il représente une des solutions pour contribuer à une formation des enseignants capable de répondre aux besoins éducatifs du XXIe siècle. Dans le contexte québécois, la formation initiale des enseignants met en évidence l’importance de l’usage des TICs de façon à soutenir leur apprentissage. À partir de la théorie des représentations sociales, cette recherche vise à connaitre les représentations des futurs enseignants québécois sur le rôle de l’apprentissage mobile pour comprendre comment cet apprentissage peut soutenir leurs études. Une méthodologie qualitative a été employée, dont 18 entrevues avec étudiants de baccalauréat en enseignement. Les résultats montrent que l’apprentissage mobile est déjà une réalité dans la vie de ces étudiantes, dont la fonction est de servir à compléter les enseignements reçus dans les cours à l’université.

Introducing patient partnership in mental health and psychiatry to initial training is an innovative way of promoting recovery, while at the same time highlighting the undeniable contribution of peer support within healthcare teams, in order to accompany the people concerned. This is why Croix-Rouge Compétence Auvergne-Rhône-Alpes is developing a specific training program for trainees., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)