| 000 | 01361cam a2200253 4500500 | ||
|---|---|---|---|
| 005 | 20250121055945.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBourrel, Véronique _eauthor |
| 700 | 1 | 0 |
_a Canali, Marie _eauthor |
| 700 | 1 | 0 |
_a Lozet, Virginie _eauthor |
| 700 | 1 | 0 |
_a Männlein, Nicolas _eauthor |
| 700 | 1 | 0 |
_a Saint-Bois, Valérie _eauthor |
| 245 | 0 | 0 | _aInstructors engaged in a written assignment. Pedagogy, research, and professionalization |
| 260 | _c2019. | ||
| 500 | _a8 | ||
| 520 | _aThis article presents the research works of three instructors from the Institut Saint-Simon, all relating to education science. The first research work examines the impact of the pedagogy--related writing required of interns during the professionalization process that they undergo. The second work seeks to approach the issue of the social and professional inclusion of people with disabilities. The third work deals with the issue of the professional identity of night supervisors and their relationship to the training process. | ||
| 690 | _aprofessionalization process | ||
| 690 | _atraining-inclusion | ||
| 690 | _aprofessional identity | ||
| 690 | _aidentity dynamics | ||
| 786 | 0 | _nEmpan | o 115 | 3 | 2019-09-03 | p. 134-140 | 1152-3336 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-empan-2019-3-page-134?lang=en&redirect-ssocas=7080 |
| 999 |
_c473949 _d473949 |
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