Groupes auliques et Groupe d’études : procédure du post-constructivisme d’enseignement et apprentissage (notice n° 781710)
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| fixed length control field | 03034cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123112528.0 |
| 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 | Tuboiti, Nair |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Groupes auliques et Groupe d’études : procédure du post-constructivisme d’enseignement et apprentissage |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 53 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | La proposition didactique du post-constructiviste (Grossi, 2005), prend en compte la relation entre le sujet, la réalité, les autres et l’Autre intérieur et considère le potentiel d’apprentissage de tous les élèves. Elle a comme fondement théorique, entre autres, le principe que l’apprentissage est un phénomène social, et que l’organisation spatiale de la classe, en groupes auliques favorise le processus d’enseignement-apprentissage. Le post-constructivisme est une proposition didactique qui permet de répondre à la finalité d’enseigner à tous les élèves. Cet article sur le travail en groupe dans le post-constructivisme a pour objectif d’analyser le changement de posture des institutrices, et le développement professionnel qui s’en suit, et qui démontre une rupture avec la forme d’éducation traditionnelle. La ficelle de la chercheuse identifiée est le fait de reprendre dans une formation des enseignants, à travers les groupes auliques dans le cours de Geempa et le groupe d’études hebdomadaire, l’approche scientifique du post-constructivisme. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The didactic proposal of the post-constructivist (Grossi, 2005), takes into account the relationship between the subject, reality, others and the Other interior and considers the learning potential of all students. Its theoretical foundation is, among other things, the principle that learning is a social phenomenon, and that the spatial organization of the class, in groups of adults, promotes the teaching-learning process. Post-constructivism is a didactic proposition that allows us to respond to the purpose of teaching all students. This article on group work in post-constructivism aims to analyze the change in posture of teachers, and the professional development that follows, and which demonstrates a break with the traditional form of education. The trick of the identified researcher is then to take up in a teacher training, through the aulic groups in the Geempa class and the weekly study group, the scientific approach of post-constructivism. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Didactique professionnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Post-constructivisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Formation-en-action |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Groupes auliques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignement-apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Professional didactics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Post-constructivism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Action-training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Aulic groups |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teaching-learning |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Numa-Bocage, Line |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Freitas, Lêda |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 9 | 3 | 2020-12-31 | p. 49-58 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2020-3-page-49?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2020-3-page-49?lang=fr&redirect-ssocas=7080</a> |
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