L’enjeu de l’appropriation de pédagogies innovantes par les enseignants-chercheurs pour le renouveau de la formation professionnelle : auto-ethnographie d’une transformation réussie (notice n° 260319)
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| fixed length control field | 03223cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112073944.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Flamand, Guillaume |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’enjeu de l’appropriation de pédagogies innovantes par les enseignants-chercheurs pour le renouveau de la formation professionnelle : auto-ethnographie d’une transformation réussie |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 87 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Les approches de formation « études-travail », associant formation en contexte académique et pratique professionnelle, ont un fort potentiel. Toutefois, selon des travaux récents, leur succès dépend de la capacité des académiques qui les portent à s’engager dans l’innovation pédagogique pour offrir des dispositifs adéquats. Notre article examine donc comment les formateurs académiques peuvent parvenir à innover dans leurs pratiques pédagogiques. À l’aide du cadre conceptuel de Weick sur l’ organizing et les processus collectifs de construction de sens, nous présentons une étude auto-ethnographique de la transformation réussie de nos pratiques pédagogiques lors de l’intégration d’art à un cours. Nous montrons que la transformation a réussi car nous avons choisi ensemble une nouvelle façon plausible d’enseigner, tout en permettant à notre construction de sens sur notre nouvelle pédagogie de se stabiliser tout au long du projet. Notre article présente aux acteurs de la GRH un levier important pour réussir le renouveau actuel de la formation et il enrichit les moyens d’analyse de la formation. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | “Work-study” training approaches, combining training in an academic context and professional practice, have a strong potential. However, according to recent work, their success depends on the ability of the academics who carry them to engage in pedagogical innovation to offer adequate devices. Thus, our article examines how academic trainers can succeed in innovating in their pedagogical practices. Using Weick’s conceptual framework on organizing and collective meaning-construction processes, we present an autoethnographic study of the successful transformation of our pedagogical practices when integrating art into a course. We show that the transformation succeeded because together we chose a plausible new way of teaching, while allowing our construction of meaning in our new pedagogical approach to stabilize throughout the project. Our article presents HRM actors with an important lever for the success of the current renewal of training and it enriches the means of analysis of training. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | formation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | construction collective de sens |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | transformation pédagogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | auto-ethnographie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignants-chercheurs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | organizing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autoethnography |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | academics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | collective meaning construction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogical transformation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | organizing |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Glée, Catherine |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | @GRH | 47 | 2 | 2023-07-24 | p. 127-148 | 2034-9130 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-agrh1-2023-2-page-127?lang=fr">https://shs.cairn.info/revue-agrh1-2023-2-page-127?lang=fr</a> |
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