{"id":2320,"date":"2020-11-11T17:14:45","date_gmt":"2020-11-11T16:14:45","guid":{"rendered":"http:\/\/www.uqac.ca\/trensforma\/?page_id=2320"},"modified":"2024-11-19T22:54:12","modified_gmt":"2024-11-19T21:54:12","slug":"codeveloppement-professionnel","status":"publish","type":"page","link":"https:\/\/www.trensforma.ca\/index.php\/codeveloppement-professionnel\/","title":{"rendered":"Cod\u00e9veloppement professionnel"},"content":{"rendered":"\n

\n

Une \u00ab approche de formation qui mise sur le groupe et sur les interactions entre les participants pour favoriser l\u2019atteinte de l\u2019objectif fondamental :\u00a0am\u00e9liorer la pratique professionnelle \u00bb.<\/span><\/h3>\n \n \n \n
Payette et Champagne (1997)<\/em><\/span><\/p>\n <\/div>\n \n \n \n
<\/div>\n \n \n \n
<\/span> $\"photo$
\n
On \u00e9tudie une situation professionnelle v\u00e9cue par un participant,
ce qui permet \u00e0 la fois le partage de savoirs pratiques et de connaissances th\u00e9oriques.<\/h3>\n <\/div><\/div>\n \n \n \n
\n
Ce dispositif r\u00e9unit une dizaine de participants pour une rencontre d\u2019environ 90 minutes afin de travailler sur une situation expos\u00e9e par l\u2019un d\u2019eux, et cela, \u00e0 travers une d\u00e9marche syst\u00e9matique en six \u00e9tapes : <\/p>\n \n \n \n
\n
L\u2019expos\u00e9 de la probl\u00e9matique: description d\u2019une situation v\u00e9cue<\/li>\n \n \n \n
La clarification de la probl\u00e9matique\/questions d\u2019information<\/li>\n \n \n \n
L\u2019\u00e9tablissement du contrat de consultation<\/li>\n \n \n \n
Les r\u00e9actions, commentaires et suggestions des pairs<\/li>\n \n \n \n
La synth\u00e8se et le plan d\u2019action<\/li>\n \n \n \n
L\u2019identification des apprentissages et l\u2019\u00e9valuation de la rencontre<\/li>\n <\/ol>\n <\/div>\n \n \n \n
\n
\n
Les fiches synth\u00e8ses des situations analys\u00e9es<\/h3>\n \n \n \n
Enseignement, didactique et intervention<\/strong><\/summary>\n
\n
\n
R\u00e9investir les acquis d\u2019une comp\u00e9tence \u00e0 l\u2019autre<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Manque d\u2019espace et bruits en atelier<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Gestion des ressources mat\u00e9rielles et p\u00e9dagogiques<\/a>\u00a0<\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Coupure dans les heures consacr\u00e9es \u00e0 l\u2019enseignement d\u2019une comp\u00e9tence en formation professionnelle<\/a>\u00a0<\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
\u00c9thique professionnelle<\/strong><\/summary>\n \n
\n
Questionnements des \u00e9l\u00e8ves sur le contenu d\u2019un module donn\u00e9 par un autre enseignant<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
D\u00e9conseiller un \u00e9l\u00e8ve aupr\u00e8s d\u2019un employeur ?<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Changement de milieu de stage d\u2019un \u00e9l\u00e8ve en formation professionnelle<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Gestion de classe et motivation<\/strong><\/summary>\n \n
\n
Climat de classe : la place du leader (n\u00e9gatif)<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
La motivation des \u00e9l\u00e8ves face \u00e0 l\u2019\u00e9chec<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Yoga, bougeotte, et esprit de famille en maternelle<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Quoi faire avec une classe difficile?<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Difficult\u00e9 \u00e0 exprimer ses \u00e9motions<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Une \u00e9l\u00e8ve ayant un trouble de l\u2019opposition<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Des comportements anxieux et des crises de col\u00e8re<\/a><\/a>\u00a0<\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Gestion de classe : homog\u00e9n\u00e9it\u00e9 du climat<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Ce n\u2019est pas qu\u2019une simple mauvaise humeur !<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Plusieurs troubles de comportement dans une m\u00eame classe : l\u2019importance du travail sur les \u00e9motions<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Un trouble de l\u2019opposition<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Identit\u00e9 et d\u00e9veloppement professionnel<\/strong><\/summary>\n \n
\n
Taux d\u2019absent\u00e9isme g\u00e9n\u00e9ralis\u00e9 \u00e0 toute l\u2019\u00e9cole<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Inclusion et diff\u00e9renciation<\/strong><\/summary>\n \n
\n
Retard de langage et trouble d\u2019opposition\u00a0: pistes d\u2019action et de r\u00e9flexion<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
En stage au primaire, comment accompagner un \u00e9l\u00e8ve ayant un TSA en situation de crise?<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
\u00c9mulation et philosophie \u00e0 la rescousse de troubles du langage<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Difficult\u00e9 \u00e0 exprimer ses \u00e9motions<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Astuces et conseils pour aider nos \u00e9l\u00e8ves ayant un TDAH<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Un trouble du langage jumel\u00e9 avec un manque de motivation<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Identit\u00e9 de genre \u00e0 l\u2019\u00e9cole\u00a0: l\u2019importance de l\u2019\u00e9ducation et de la formation<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Un enfant avec un TDAH et un trouble d\u2019opposition<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Insertion professionnelle<\/strong><\/summary>\n \n
\n
Comment garder nos enseignants en formation professionnelle ?<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Un suppl\u00e9ant pour un \u00e9l\u00e8ve ?<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Comment accompagner les enseignants d\u00e9butants ?<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Enseigner dans une discipline pour laquelle nous ne sommes pas form\u00e9s<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Langue et communication<\/strong><\/summary>\n \n
\n
Enseigner l\u2019anglais \u00e0 des \u00e9l\u00e8ves bilingues<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
La langue d\u2019enseignement, un d\u00e9fi pour plusieurs \u00e9l\u00e8ves<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n \n \n \n
Planification de l’enseignement-apprentissage<\/strong><\/summary>\n \n
\n
La qualit\u00e9 de la formation en contexte d\u2019enseignement en ligne<\/a><\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Planification et absent\u00e9isme<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
\n \n \n \n
\n
\n
Planifier le temps dans la conception d\u2019un sc\u00e9nario de le\u00e7on<\/a><\/p>\n <\/div>\n <\/div>\n \n \n \n
<\/div>\n <\/details>\n <\/div>\n <\/div>\n \n \n \n
\n
Les activit\u00e9s en cours et \u00e0 venir<\/h3>\n <\/div>\n ","protected":false},"excerpt":{"rendered":"
Une \u00ab approche de formation qui mise sur le groupe et sur les interactions entre les participants pour favoriser l\u2019atteinte de l\u2019objectif fondamental :\u00a0am\u00e9liorer la pratique professionnelle \u00bb. Payette et Champagne (1997) Ce dispositif r\u00e9unit une dizaine de participants pour une rencontre d\u2019environ 90 minutes afin de travailler sur une situation expos\u00e9e par l\u2019un d\u2019eux, […]<\/p>\n","protected":false},"author":2,"featured_media":2579,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/pages\/2320"}],"collection":[{"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/comments?post=2320"}],"version-history":[{"count":94,"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/pages\/2320\/revisions"}],"predecessor-version":[{"id":4583,"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/pages\/2320\/revisions\/4583"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/media\/2579"}],"wp:attachment":[{"href":"https:\/\/www.trensforma.ca\/index.php\/wp-json\/wp\/v2\/media?parent=2320"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}