Thèse de doctorat en cotutelle internationale . / Que se passe-t-il lorsque l’enseignant du secondaire se situe à distance de classe de ses élèves ? Quid de cette rencontre où le premier n’est pas familier des seconds ? Et à quel point les expériences socialisatrices de l’enseignant pèsent-elles sur sa pratique ? Ou encore : le contexte d’exercice et ses contraintes spécifiques sont-ils susceptibles de provoquer chez lui un ensemble de transformations ? Voilà quelques-unes des questions auxquelles nous nous intéressons dans ce travail. Plus exactement, la thèse suivante est posée : les enseignants transforment et ajustent partiellement leurs dispositions – corporelles et langagières – selon le contexte d’action et les caractéristiques socio-culturelles des élèves auxquels ils s’adressent. Celle-ci s’appuie sur un travail exploratoire. Mais aussi sur une campagne d’entretiens avec des enseignants du secondaire. Les informations recueillies dans ce cadre constituent le cœur du matériau exploité. Plus précisément, ce travail propose d’une part de comprendre et d’expliquer les formes de socialisations et de transformations – corporelles et langagières – des enseignants qui se réalisent ou non en fonction des contextes de travail où ils évoluent. Et d’autre part d’explorer les difficultés des enseignants à se transformer et à s’adapter à leurs élèves. / What happens when the secondary school teacher is at a distance from his students? When teacher and students are not familiar ? How much are the teacher's social experiences about his practice ? These are some of the questions that interest us in this work. Teachers transform and partially adjust their dispositions. This is based on exploratory work. But also on a campaign of interviews with secondary school teachers. The information collected in this context is the heart of the material used in this thesis. This work offers describe, understand and explain the forms of socializations and transformations - bodily and language - teachers who are fulfilled according to the work contexts. And explore the difficulties of teachers to transform and adapt to their students.

The body of research related to teacher retention continues to grow but is limited concerning middle school teachers. The focus of this study was to examine the factors of job satisfaction for middle school teachers. A portion of the study compares teacher responses with Herzberg, Mausner, and Snyderman's 1959 study of motivation. Additional components of the study provide middle school teachers' feedback on their dispositions and recommendations to administrators and others for attracting and retaining quality middle school teachers. This qualitative study includes a review of related literature and includes a historical perspective of job satisfaction and a discussion of Herzberg's Two-Factor Motivation Theory. Teacher job satisfaction and dissatisfaction, along with current trends in teacher retention efforts, complete the review of literature. Data for the findings were obtained from a demographic survey and semi-structured interviews of current and former middle school teachers. The data were then analyzed to learn what factors encourage middle school teachers to remain in the classroom or to leave. Responses related to teacher dispositions were also analyzed. Findings of this study validate the research of Gawel (1997) based on Bellot and Tutor; salary was not found to be the highest motivator as in the Herzberg study. Instead, participants identified the work itself, their enjoyment of the early adolescent student, and their relationships with co-workers to be important areas of job satisfaction and what keeps them returning to their middle school classrooms. The personal dispositions identified by participants as necessary to being successful as a middle school teacher were a good sense of humor, a love of the age group, and being energetic, flexible, organized, enthusiastic, consistent, and firm. This study will be of interest to universities and colleges with teacher preparatory programs. It will be of interest, also, to school administrators, principals, and staff development directors in their attempts to attract and retain quality middle school teachers in their schools. In addition, the study should be of interest of boards of education, state legislators who fund education, and State Departments of Education.

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The research focused on constructing a psychological career profile for staff retention practices by investigating the relationship between employees’ psychological career meta-competencies (psychological career resources, career adaptability and hardiness) and their retention-related dispositions (job embeddedness and organisational commitment). A quantitative survey was conducted on a convenience sample of employed adults (N = 355) at managerial and staff levels in the human resource management field. A canonical correlation analysis indicated a significant overall relationship between the psychological career meta-competencies and the retention-related dispositions. Multiple regression analyses indicated the psychological career meta-competencies as significant predictors of the retention-related dispositions variables. Structural equation modelling indicated a good fit of the data with the canonical correlation-derived measurement model. Moderated hierarchical regression analyses showed that gender and marital status significantly moderated the relationship between the participants’ psychological career meta-competencies and the retention-related disposition job-embedded fit. Tests for mean differences revealed that males and females differed significantly regarding their self/other skills and hardy-commitment while the marital status groups differed signifcantly regarding their behavioural adaptability and hardiness. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesized psychological career profile. On an empirical level, the study produced an empirically tested psychological career profile in terms of the various behavioural dimensions. On a practical level, organisational staff retention practices in terms of the behavioural dimensions of the psychological career profile were recommended. / Industrial & Organisational Psychology / D.Com.(Industrial and Organisational Psychology)

The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education policies as having a demoralizing effect on teachers (Darling-Hammond & Rustique-Forrester, 2002; Noddings, 2004; Ryan & Brown, 2005; Nichols & Berliner, 2007; Santoro, 2011; Hargreaves, Braun, & Gebhardt, 2013). Teacher demoralization has been defined as a teacher’s “inability to access the moral rewards of teaching” (Santoro, 2011, p. 3). Data was collected from a population of K-12 educators through cognitive interviews (n=6) and a large scale data collection analyzed with a principal component analysis (n=430) in an effort to determine which constructs should be included in the measurement of teacher demoralization. Feedback on the survey instrument was incorporated in an iterative process at each stage of data collection. Results revealed that the theory of teacher demoralization should include two factors: teacher dispositions and feelings of demoralization. The current study failed to find strong evidence of convergent validity with teacher burnout and self-determination need thwarting; however, results suggest that emotional exhaustion and autonomy need thwarting are moderately related to teacher demoralization. Evidence of discriminant validity in relation to teacher self-efficacy was found; however, other discriminant validity evidence was inconclusive. This study extends the literature by providing the first attempt to measure the phenomenon of teacher demoralization. Future studies should continue to refine the instrument of teacher demoralization, and can use this instrument as one way to examine the impact of policy on teachers.

Dans cette étude nous avons approfondi le statut de la protection juridique du paysage dans les deux pays. Le niveau constitutionnel de protection est plus ancien et spécifique en Italie, plus récent en France et voué généralement à l’environnement. Quant à la législation ordinaire, au-delà des Alpes on retrouve une multiplicité d’instituts de protection, différents selon le bien ou le territoire considéré. Les instruments administratifs et urbanistiques sont excessifs qui assurent souvent une protection seulement formelle et engendrent une incertitude. Toutefois la protection est élevée pour certains biens ou zones, et en particulier pour les zones du littoral ou pour celles soumises à la compétence des « Architectes des Bâtiments ». Le rôle des juges administratifs est prépondérant : En Italie, en revanche, les instituts fondamentaux (la contrainte, la planification et l’autorisation) gèrent généralement les biens et les territoires protégés. La planification a été peu et mal appliquée, tandis que l’autorisation a été gérée avec une extrême légèreté par les régions. Toutefois, même après la Convention Européenne paysagère, il apparaît dans les deux Pays un véritable droit dédié au paysage. Dans les conclusions, on propose notamment pour la France un système spécifique d’autorisations, la réduction des documents urbanistiques et environnementaux, l’introduction d’une discipline plus contraignante et un aménagement spécifique. Pour l’Italie la réalisation de l’aménagement du paysage est indispensable ou mieux encore, la planification du paysage pourrait être unifiée à l’aménagement urbanistique local, on créerait ainsi un lien qui n’existe pas. En outre, on propose que l’autorisation devienne exclusivement compétence de l’Etat. L’ensemble de ces règles pour protéger le paysage pourraient s’élever au rang de « domaine du paysage » compris non comme régime propriétaire mais comme statut engageant pour les biens d’une valeurs inestimable et d’utilité sous de multiples aspects. / This thesis expands on the status of legal protection of landscape in the two Countries. The Constitutional level of landscape preservation is older and specific in Italy, in France it is most recent and environment based in general. In regards to the ordinary legislation, beyond the Alps, we find a large number of institutions of preservation, differing according to the asset or the considered territory. There are overabundant administrative/urban instruments, that often provide only a formal protection and create some doubts. However, the preservation is high for some assets or areas, such as those in charge of the “Architectes des Bâtiments” or for the coastal areas. It is important the role of the administrative judge. On the contrary, in Italy, the fundamental tools (constrains, urban planning and permission) work for assets and protected territories in a generalized way. The planning has been little and badly implemented, while the permission has been used by the Regions with ease. However, the absolute right to the landscape presents itself in both Countries. In the conclusion, in regard to France, we advance, amongst other things, a specific system of legal permissions, the reduction of urban/environment documents, the introduction of more binding regulations and a specific scheduling. In regard to Italy, we think it appropriate to create a landscape planning, or better, to unify the landscape planning to the local urban one, creating a coordination, missing for the time being. In addition, we advance that authorization will be on State exclusive jurisdiction. The regulations could rise to the higher rank of ”Landscape State Property”, to be considered not as property regimen but as binding statute of priceless value and eminent domain assets for several respects. / La tesi intende approfondire la protezione giudica del paesaggio nei due Paesi. Senza trascurare il contributo offerto da altre discipline nel corso degli anni.Non è un caso che in Francia il paesaggio è considerato un tema di studi a parte intera. Fondamentale prendere in considerazione il livello costituzionale di tutela, avanzato e specifico in Italia, recente e relativo all’ambiente in generale in Francia. Interessante anche il contributo della Convenzione europea del paesaggio di Firenze e le definizioni di paesaggio offerte da diverse discipline. Il paesaggio è proiettato verso la qualificazione di vero e proprio diritto, anche fondamentale. Il lavoro continua con lo studio analitico di numerosi istituti che connotano la protezione nei due paesi. La Francia si caratterizza per un sistema che potremmo definire binario, uno dedicato alla generalità dei territori e l’altro alle numerose zone particolarmente sensibili. L’Italia presenta invece una certa omogeneità di protezione per tutti i territori presi in considerazione. Nel corso della tesi si effettua una comparazione dei due sistemi, pur tenendo conto delle evidenti differenze. Nelle conclusioni si sottolineano punti di forza e di debolezza e si prospetta qualche ipotesi di miglioramento dei due sistemi giuridici.

Made available in DSpace on 2016-04-27T16:32:56Z (GMT). No. of bitstreams: 1 Lucia Matias da Silva Oliveira.pdf: 1670598 bytes, checksum: b772f46b53a8f386c9d31342e428f7be (MD5) Previous issue date: 2014-08-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims the construction of sociological portraits that restore processes of socialization, as a method for the analysis of the interactions the teacher performs and how they potentiate his/her dispositions from the generating principle of habitus in order to respond to the daily challenges in the classroom and the school, changing the teacher identity in the contexts of workin this process. The hypotheses were based in presupposition that admit the reconfiguration of the teacher identity from the interactions in the contexts of work which lead him/her to accept actions and attitudes that come from dispositions dependent of thehabitus. This work aims to investigate these elements by means of the construction of sociological portraits of three teachers from Primary School, registering their individual trajectories; semi-structured interviews were used, planned according to a conceptual grid that allowed the elaboration of guidelines constituted by six categories: family, school, work, sociability, leisure/culture and body: each teacher answered 160 questions in 37 hours of interview. The data collection was accomplished in the second semester of 2012, after a model interview to test the instrument built for the collection.The teachers also answered a social-economic questionnaire that allowed the characterization of the research subjects.The theoretical support of the analysis is based on the logic that the subject s social construction happens through the generating principle of habitus (BOURDIEU s) that configures the dispositions constructed in the process (LAHIRE s) through the life and work trajectory and that respond by the interveners linked to the professional identities (DUBAR s). The bibliographical search demonstrates that the studies related to the theme find the importance of the socialization processes for the constitution of identities, take the educational politics as mechanism to explain the identity crisis and discuss the formation and the practices, in order to indicate the problems faced by the teachers in the school routine. However, studies in the sociological perspectives were not privileged, focusing the identity and the subject to decipher the structures of this matrix of perceptions and analyze how it interferes in the constitution of dispositions. The results show that the dispositions constructed by the teachers are deeply related to the structures of the habitus and that, although they have specificities linked to the singular interpretation that each of them express in their daily actions in the different contexts of professional insertion, they elapse from this generating principle. On the other hand, those dispositions, when in a showing-hiding game to answer the daily demands, show a tendency to maintain the regularities oriented by the habitus and promote an identity reconfiguration with disruptions and changes based on weak and temporary mobilizations. The study still reveals that the fact that the analysis privilege the teachers context of work implicates the use of the term identity forms , once that analysis is limited to a historical period and to a certain type of social context, constituted by individual and collective actionsthat respond for social constructions shared with everybody who have had similar trajectories, mainly in the professional field / Esta pesquisa tem por objetivo a construção de retratos sociológicos que recuperam processos de socialização, como método para a análise das interações que o professor realiza e de que modo elas potencializam suas disposições a partir do principio gerador do habitus para responder aos desafios do cotidiano na sala de aula e na escola, transformando nesse processo sua identidade docente nos contextos de trabalho. As hipóteses norteadoras foram pautadas em pressupostos que admitem a reconfiguração da identidade docente a partir das interações nos contextos de trabalho que o levam a assumir ações e atitudes oriundas de disposições dependentes do habitus. A pesquisa propôs-se a investigar esses elementos por meio da construção de retratos sociológicos de três professoras da educação básica para registrar suas trajetórias individuais; foram utilizadas entrevistas semi-estruturadas, planejadas de acordo com uma grade conceitual que permitiu a elaboração de um roteiro constituído por seis categorias: família, escola, trabalho, sociabilidade, lazer/cultura e corpo; cada professora respondeu a 160 questões em 37 horas de entrevistas. A coleta de dados foi realizada no segundo semestre do ano de 2012, após uma entrevista modelo para testar o instrumento de coleta construído. As professoras responderam ainda, a um questionário sócio-econômico que permitiu a caracterização dos sujeitos de pesquisa. A sustentação teórica da análise se pauta na lógica de que a construção social do sujeito se dá a partir do princípio gerador do habitus (BOURDIEU) que configura as disposições construídas em processo (LAHIRE) ao longo da trajetória de vida e trabalho e que respondem pelos intervenientes ligados às identidades profissionais (DUBAR). O levantamento bibliográfico realizado demonstra que os estudos realizados sobre o tema constatam a importância dos processos de socialização para constituição das identidades, toma as políticas educacionais como mecanismo para explicar a crise identitária e discute a formação e as práticas, para indicar os problemas vividos pelos professores no cotidiano da escola. Porém, não privilegiaram estudos na perspectiva sociológica, com foco na identidade e no sujeito para decifrar as estruturas dessa matriz de percepções e analisar como ela interfere na constituição das disposições. Os resultados apontam que as disposições construídas pelas professoras estão intimamente relacionadas com as estruturas constituintes do habituse que, embora possuam especificidades ligadas à interpretação singular que cada uma delas expressa nas suas ações cotidianas nos diferentes contextos de inserção profissional, elas decorrem desse princípio gerador. Por outro lado, essas disposições, acionadas num jogo de mostrar-ocultar para responder às demandas cotidianas, mostram uma tendência a manter as regularidades orientadas pelo habitus e promovem uma reconfiguração identitária com rupturas e mudanças pautadas em fracas e provisórias mobilizações. O estudo revela ainda que, o fato de a análise privilegiar o contexto de trabalho das professoras, implica o uso do termo formas identitárias , uma vez que a análise se limita a uma época histórica e a um tipo de contexto social, constituída por ações individuais e coletivas que respondem por construções sociais compartilhadas com todos que têm trajetórias homólogas, principalmente no campo profissional

A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.

L'époque contemporaine a vu croître la valeur donnée par notre société à la période de la petite enfance selon la considération grandissante de son impact sur la vie future de l'adulte. Se sont multipliées les activités préscolaires dont l'un des objectifs, plus ou moins explicite, est de favoriser l'adaptation à l'école maternelle. Face à ces constats, nous postulons que la pratique de l'activité aquatique d'éveil favorise la construction de dispositions à apprendre déjà mise en oeuvre dans le quotidien familial. Notre travail de recherche s'inscrit en didactique comparée. Il vise à identifier quel type de dispositions didactiques chaque enfant de nos trois études de cas développe dans sa famille, puis d'évaluer, par comparaison, leur capital d'adéquation avec le fonctionnement scolaire. Nous utilisons les concepts de la Théorie de l'Action Conjointe en Didactique et axons notre analyse sur la topogénèse afin de décrire le rôle de chacun lors de jeux ludiques (jeux sans enjeux d'apprentissage) évoluant en jeux didactiques. Nous concluons que, si les trois familles disent valoriser l'autonomie de leur enfant, chacune présente un fonctionnement didactique et un rapport aux règles définitoires et stratégiques du jeu didactique différents. Ceci développe inégalement chez l'enfant des dispositions à l'effectuation du jeu didactique et des dispositions à accepter la dévolution du problème. Les trois enfants arrivent alors à l'école maternelle avec un capital d'adéquation différent. Le plus élevé se caractérise par un développement équilibré entre les deux sortes de dispositions, avec une valorisation des dispositions à accepter la dévolution du problème

L’environnement digital constitue certes une menace pour la protection du droit d'auteur mais il y apporte aussi son lot de réponses et d’outils nouveaux. Ont ainsi été développés de nombreux dispositifs techniques visant à protéger les œuvres numériques, en ligne ou non : films, musique, programmes d'ordinateur, peuvent désormais être dotés de mécanismes techniques gérant les droits de l’auteur ou contrôlant la copie, l’accès ou l’utilisation non autorisés de l’œuvre. Le droit vient au secours de ces mesures techniques de protection : les Traités OMPI de 1996, la directive européenne de 2001 sur le droit d'auteur dans la société de l'information, récemment suivis par le législateur belge, prévoient de sanctionner la neutralisation de tels dispositifs, ainsi que la fabrication et le commerce de moyens permettant ou facilitant un tel contournement. L’œuvre est donc désormais susceptible de bénéficier d’une triple couche de protection : elle est protégée par le droit d’auteur, protégée par la technique, elle-même protégée par la loi. Cet ouvrage analyse l’articulation entre ces trois couches de réservation de l’œuvre et examine dans quelle mesure cette multiplication de la protection modifie le droit d'auteur et l’étendue des prérogatives qu’il accorde à son titulaire. L’auteur répond ainsi aux principales critiques qui ont été adressées à ces mesures techniques et aux dispositions anti-contournement, critiques relatives à l’impossibilité de bénéficier des exceptions au droit d'auteur et notamment de la copie privée, ainsi qu’au contrôle de l’accès à l’œuvre permis par ces dispositifs. Première analyse approfondie de l’introduction des mesures techniques en droit d'auteur, l’ouvrage est également une réflexion d’ensemble sur l’étendue du droit d’auteur, des droits exclusifs d’exploitation aux exceptions et limitations de ces droits, réflexion qui se nourrit aux fondements philosophiques, sociologiques ou économiques de la propriété littéraire et artistique. Ces développements, qui donnent lieu à une analyse minutieuse et argumentée, permettent à l’auteur de plaider d’une part pour une limitation naturelle du pouvoir de l’auteur aux actes d’exploitation de l’œuvre, soit aux actes permettant une diffusion publique de l’œuvre, excluant ainsi les seuls actes d’accès ou d’utilisation finale de l’œuvre ; d’autre part, pour une préservation nécessaire des exceptions au droit d'auteur à l’encontre des mesures techniques ou de la protection légale de celles-ci.