Former les enseignants spécialisés à exercer une autorité éducative : une réponse au problème des jeunes instables ou hyperactifs ? (notice n° 765300)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03096cam a2200349 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123103855.0 |
| 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 | Robbes, Bruno |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Former les enseignants spécialisés à exercer une autorité éducative : une réponse au problème des jeunes instables ou hyperactifs ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2011.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 100 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | La problématique de l’autorité enseignante est abordée dans les stages de formation continue des enseignants spécialisés consacrée à l’instabilité, l’hyperactivité et aux troubles de l’attention de l’enfant et de l’adolescent. Après avoir apporté des éléments de justification à ces interventions, l’auteur définit le concept d’autorité éducative, en distinction de ce qu’il nomme l’autorité autoritariste et l’autorité évacuée. Puis à partir des résultats globaux de sa recherche, il expose les savoirs d’actions que les enseignants interviewés développent dans l’exercice d’une relation d’autorité éducative. Il illustre enfin, à travers une monographie, en quoi la pédagogie institutionnelle peut permettre à l’enseignant spécialisé de se doter de savoirs d’action favorisant l’exercice d’une autorité éducative. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | French special education teachers are in charge of children suffering from instability, hyperactivity and attention deficit. In the context of continuing education, these teachers receive training in “educative authority“. The author will first argue for the need for such training, before defining the concept of “educative authority“ ; the latest will be understood in opposition to what may be called an “authoritarian authority“ on the one hand, and a “disregarded authority“ on the other. Eventually, on the basis of the overall results of his research, the author will describe the practical knowledge that the interviewed teachers develop when maintaining an educational relation characterized by “educative authority“. Through a monograph, he finally shows how institutional pedagogy [a French critical pedagogy trend] enables special education teachers to develop practical knowledge contributing to the exercise of educative authority. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Savoirs d'action |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Communication |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pédagogie institutionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Autorité éducative |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignants spécialisés |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Formation continue |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Troubles du déficit de l'attention/hyperactivité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Hyperactivity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Special education teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Communication |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Institutional pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Attention deficit |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Continuing education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Practical knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Educative authority |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 53 | 1 | 2011-04-01 | p. 139-150 | 1957-0341 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2011-1-page-139?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2011-1-page-139?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux