Peut-on apprendre le métier d’enseignant ? Apprend-on en enseignant et qu’apprend-on ? Depuis la création de l’école primaire, de nombreuses réflexions ont été menées pour répondre à ces questions. Le niveau d’instruction des enseignants a été progressivement et continuellement élevé. Pour faire face à la complexité de la pratique, la pédagogie a été introduite très tôt dans les programmes de formation. Que peut-on constater aujourd’hui au sujet de ce que savent les praticiens de l’école élémentaire ?Ce travail se propose, en interrogeant des enseignants chevronnés de mettre en évidence les savoirs issus de la pratique, leurs fondements et leurs objets. L’enquête effectuée révèle que la plupart de ces enseignants émettent des doutes et s’interrogent quant à l’existence de ces savoirs. Cependant ils estiment avoir acquis des savoir-être qui modifient positivement leur personnalité et leur identité et par conséquent leur pratique. / Can we learn how to teach ? What learns a teacher by teaching and how? Since the creation of elementary school, this matter has been the subject of many studies. The level of knowledge of teachers has been improved in a progressive and continuous maner. In order to take into account the complexity of pratical teaching, pedagogy has been introduced very early in the professional cursus.Therefore what do the the teachers of elementary school know?This work, by inquiring experimented teachers of elementary schools tries to point out the knowledges coming out by practising teaching, the origin of them and their aims. Most of the answers of the teachers shows that they ask themselves about the existence of such knowledge from practising. However these teachers, estimate that, by the way, they have acquired a “know to be” which modifies deeply their personnality and their teaching.

A study was undertaken of the pedogenesis of a Brown Wooded, a Grey Wooded and a Podzolized Grey Wooded soil developed over the highly calcareous Wycliffe till in the southern portion of the Rocky Mountain Trench, British Columbia. The investigation was divided into three phases. These were a study of the till at the three sites, its genetic relationship to the solum and the relative degree of soil formation and weathering in the three profiles. Analyses included mechanical analyses using the hydrometer and pipette procedures, plasticity measurements and soil reaction. Carbonates were measured by the gravimetric loss of carbon dioxide, exchangeable cations by ammonium acetate extraction and free iron by Mackenzie's dithionite technique. Samples of the clay fraction were separated by sedimentation, cleaned of sesquioxide coatings by Mackenzie's method, and analyzed for total chemical composition. Piper's sodium carbonate fusion and Corey and Jackson's hydrofluoric acid procedure were used to bring the clay into solution. Ferron and Tiron reagents were used for the spectrophotometric analysis of iron and aluminum and iron and titanium, respectively. Silica was determined gravimetrically by Piper's method. Calcium and magnesium were found by the versenate technique of Cheng and Bray after the removal of interfering heavy metals with sodium diethyl thiocarbamate. Potassium was analyzed with a Perkin-Elmer flame photometer. Other tests on the clay included determinations of the cation exchange capacity by Mackenzie's micro-Kjeldahl technique, X-ray diffraction patterns and dehydration curves. A mineralogical study was made of the very fine sand fraction. A method was devised for counting the magnetite grains in samples of from 1,000 to 2,000 heavy minerals using a magnetized needle. It was found that although there was considerable variation in the till at the three sites, particularly in mechanical composition, there were similarities in the mineralogical composition of the fine sand and clay fractions. Indeed, no satisfactory basis could be found for subdividing the till into two types. Variations down the profile of the relative abundance and composition of the coarse fraction, the shape of the summation percentage curves and the proportion of magnetite in the heavy minerals of the very fine sand indicated that the Wycliffe profile was composite while the Kinbasket was an A-B-C profile. The possibility was also noted that the Yoho profile could also be composite. The main soil formation processes were studied, including de-calcification and the movement of iron, organic matter, bases and clay. Results show that most soil development has taken place in Podzolized Grey Wooded profile, with somewhat less in the Grey Wooded soil and least in the Brown Wooded. Mineralogical studies of the very fine sand and clay fractions, however, indicate that there has not been appreciable weathering of the mineral constituents even in the intensely leached A₂[subscript p] horizon of the Podzolized Grey Wooded Soil. / Land and Food Systems, Faculty of / Graduate

Ce travail développe la thèse selon laquelle l’illettrisme opère, dans sa dimension typique, l’individualisation d’une possible contradiction collective liée à l’emploi et à l’activité professionnelle. La forme typique de la lutte contre l’illettrisme incarne alors un moyen de faciliter, pour les personnes concernées, le dépassement de contradictions individuelles. En se basant sur une étude de cas, l’auteur montre comment une formation peut être mise au service de ce dépassement. A partir de cette étude, c’est aussi la diversité des parcours de formation et la dualité de l’enseignement et de l’apprentissage qui transparaissent. / This work develops the thesis that functional illiteracy is, in its ideal type, a way to individualize a contradiction linked to work otherwise this contradiction might have been collective. In this typical form, adult basic education is, for those who are concerned, a way to conquer individual contradictions. Based on a case study, analyses show how training enables or facilitates this. This case study also shows the diversity of training courses, and the duality of teaching and learning.

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Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 238-249).

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.