L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie
Traditionally, the Institution focuses the teaching training in philosophy on she contents to transmit to the students in a logical way of teaching. Without under estimating the indispensable and important contribution of this training session, we assume that developing a professional didactic cente...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2012-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/5275 |
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| _version_ | 1841548634272825344 |
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| author | Jacques Le Montagner |
| author_facet | Jacques Le Montagner |
| author_sort | Jacques Le Montagner |
| collection | DOAJ |
| description | Traditionally, the Institution focuses the teaching training in philosophy on she contents to transmit to the students in a logical way of teaching. Without under estimating the indispensable and important contribution of this training session, we assume that developing a professional didactic centered around the coaching how to philosophy for the students in their last year at high school, can be, for the acquisition of real skills as for their success, a relevant choice. What training devices are likely to favor the gradual construction of this ability of coaching? In what way can the current training of teachers help or hinder this acquisition? What devices, what methods can we use to optimize the transformation of the former methods of teaching of philosophy teachers? |
| format | Article |
| id | doaj-art-15e7e0a181f14e98a567b7b41722ef05 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2012-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-15e7e0a181f14e98a567b7b41722ef052025-01-10T14:04:08ZfraNantes UniversitéRecherches en Éducation1954-30772012-01-011310.4000/ree.5275L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophieJacques Le MontagnerTraditionally, the Institution focuses the teaching training in philosophy on she contents to transmit to the students in a logical way of teaching. Without under estimating the indispensable and important contribution of this training session, we assume that developing a professional didactic centered around the coaching how to philosophy for the students in their last year at high school, can be, for the acquisition of real skills as for their success, a relevant choice. What training devices are likely to favor the gradual construction of this ability of coaching? In what way can the current training of teachers help or hinder this acquisition? What devices, what methods can we use to optimize the transformation of the former methods of teaching of philosophy teachers?https://journals.openedition.org/ree/5275philosophy (teaching/education/relationship)teacher training |
| spellingShingle | Jacques Le Montagner L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie Recherches en Éducation philosophy (teaching/education/relationship) teacher training |
| title | L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie |
| title_full | L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie |
| title_fullStr | L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie |
| title_full_unstemmed | L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie |
| title_short | L’appropriation de la posture d’accompagnement comme fondement de la formation des enseignants de philosophie |
| title_sort | l appropriation de la posture d accompagnement comme fondement de la formation des enseignants de philosophie |
| topic | philosophy (teaching/education/relationship) teacher training |
| url | https://journals.openedition.org/ree/5275 |
| work_keys_str_mv | AT jacqueslemontagner lappropriationdelaposturedaccompagnementcommefondementdelaformationdesenseignantsdephilosophie |