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The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

Entre 15% et 20% des enseignants du Québec abandonnent la profession avant d’atteindre cinq années d’expérience (Martel et Ouellette, 2003). Les difficultés rencontrées peuvent perturber leur insertion et freiner le développement de leur identité professionnelle (Baillauquès et Breuse, 1993). Pour les soutenir, des commissions scolaires offrent des mesures parmi lesquelles le mentorat est privilégié. La recherche visait à mieux comprendre le mentorat en enseignement pour en identifier des caractéristiques favorables au développement de l’identité professionnelle des enseignants débutants. Les deux concepts sont mis en relation, s’appuyant sur les travaux de Houde (1995) et de Gohier, Anadón, Bouchard, Charbonneau et Chevrier (2001). Les aspects retenus pour l’analyse sont : les caractéristiques de la relation mentorale, les fonctions du mentor et le développement des sentiments de compétence, de reconnaissance et d’appartenance à la profession. Cinq entrevues semi-dirigées ont été menées auprès d’enseignantes débutantes du primaire de la région de Montréal ayant vécu une relation mentorale d’un an. Les données ont été traitées qualitativement. Les résultats montrent que, selon les participantes, le mentorat peut favoriser le développement du sentiment de compétence. Toutefois, les sentiments de reconnaissance et d’appartenance sont attribuables à l’expérience et la sociabilité. Un portrait du mentor et des conditions de réussite de la relation mentorale sont aussi présentés. Le fait que seules des mentorées du primaire aient été interrogées constitue une limite. La généralisation est impossible, mais les résultats peuvent servir à d’autres études sur l’identité professionnelle ainsi qu’au développement de programmes d’insertion professionnelle et à la formation de mentors. / Between 15% and 20% of Québec teachers abandon the profession before reaching five years of practice (Martel & Ouellette, 2003). The difficulties encountered can disturb their integration and slow down the development of their professional identity (Baillauquès & Breuse, 1993). Some school boards offer supportive measures, in which mentoring is one of the most popular forms. The goal of our research was to gain a better understanding of the teacher mentoring relationship and identify which of its characteristics are favourable to the development of beginning teachers’ professional identity. The two concepts are related based on the works of Houde (1995) and of Gohier, Anadón, Bouchard, Charbonneau, & Chevrier (2001). Our analysis focused on the characteristics of the mentoring relationship, the mentor’s functions, and the development of the beginning teacher’s senses of self-efficiency, recognition, and belonging to the profession. Five interviews were conducted with novice elementary teachers from the Montréal area having experienced a mentor relationship lasting one year. The data was analysed qualitatively. The results show that the participants perceive mentoring to be favourable to the development of the feeling of self-efficiency. However, feelings of recognition and belonging to the profession are attributed to experience and sociability. A portrait of the mentor and some conditions for the success of the relation are also exposed. The fact that only elementary-level mentees have been interviewed presents a limitation. Any generalization is impossible but the results can serve for other studies about professional identity or for the development of teacher induction and mentor training programs.

Since its development, critics of electronic literature have touted all that is “new” about the field, commenting on how these works make revolutionary use of non-linear structure, hyperlinks, and user interaction. Scholars of digital narrative have most often focused their critiques within the paradigms of either the text-centric structuralist model of narrativity or post-structuralist models that implicate the text as fundamentally fluid and dependent upon its reader for meaning. But neither of these approaches can account completely for the unique modes in which digital narratives prompt readerly progression, yet still exist as independent creative artifacts marked by purposive design. I argue that, in both practice and theory, we must approach digital-born narratives as belonging to a third, hybrid paradigm. In contrast to standard critical approaches, I interrogate the presumed “newness” of digital narratives to reveal many aspects of these works that hearken to print predecessors and thus confirm classical narratological theories of structure and authorship. Simultaneously, though, I demonstrate that narrative theory must be revised and expanded to account for some of the innovative techniques inherent to digital-born narrative. Across media formats, theories of narrative beginnings, endings, and authorship contribute to understanding of readerly progress and comprehension. My analysis of Leishman’s electronically animated work Deviant: The Possession of Christian Shaw shows how digital narratives extend theories of narrative beginnings, confirming theoretical suitability of existing rules of notice, expectations for mouseover actions, and the role of institutional and authorial antetexts. My close study of Jackson’s hypertext my body: a Wunderkammer likewise informs scholarship on narrative endings, as my body does not provide a neatly linear plot, and thus does not cleanly correspond to theories of endings that revolve around conceptions of instabilities or tensions. Yet I argue that there is still compelling reason to read for narrative closure, and thus narrative coherence, within this and other digital works. Finally, my inquiry into Pullinger and Joseph’s collaboratively written Flight Paths: A Networked Novel firmly justifies the theory of implied authorship in both print and digital environments and confirms the suitability of this construct to a range of texts.

Ce mémoire est constitué d’une analyse du texte intitulé « Quel doit être le point de départ de la science ? » situé en ouverture de la Science de la logique. Partant de l’affirmation de Hegel selon laquelle le commencement de la Logique est inanalysable et indéfinissable, nous rapprochons la notion de définition de celle de spekulativer Satz et proposons d’étudier le concept de commencement en distinguant une perspective épistémologique d’une perspective ontologique. Cette distinction permettra de mettre en évidence la possibilité de définir le commencement d’une façon positive si l’on tient compte du choix (Entschluss) et de l’ordre qui émergent de l’abandon de la perspective épistémologique. Cette définition s’appuie sur la présence dans le texte d’un registre prescriptif et permet de rendre compte du fait que le commencement doit être à la fois absolu et unilatéral. Si la difficulté posée par cette définition demeure, c’est en raison de la nature même du commencement, où tout manque, même la stabilité d’une définition, sans pour autant que cette instabilité ne soit conforme au mouvement inhérent à la proposition spéculative. / In this thesis, we offer a reading of one of the Science of Logic’s opening sections, called “With what should the beginning of science be made?”, in which Hegel maintains that the beginning of the Logic cannot be analyzed nor defined. Hence, we connect the definition with the spekulativer Satz and propose to distinguish between epistemological and ontological perspectives on the notion of beginning to allow for its proper study. Taking into account the rejection of an epistemological perspective on the beginning, this will show that a positive definition of the beginning is acceptable if the notions of choice (Entschluss) and order that lay beneath the notions of criteria and presupposition are put forward. Such a definition grounds itself in the prescriptive dimension of Hegel’s text and explains why the beginning can be both absolute and one-sided. The difficulty of such a definition, however, remains, due to the very nature of the concept of beginning. Indeed, since the beginning lacks all properties, it also lacks the stability of a definition.

The thesis "Beginning teacher from the point of view of dealing with professional qualities" reacts to the actual theme of seeking professional competencies of teachers and of suitable evaluation methods. It focuses on the work of beginning teachers and their professional quality and on further incentives for their professional growth. At the same time identifies what helps novice teachers during the first years of teaching activities. In the theoretical part knowledge and opinions of specialists are summarized and organized into three chapters. The experts were selected according to themes: teacher quality, professional competence, teaching profession, training of teachers and their support in practice. The practical part presents qualitative research which through the research methods (questionnaire, interview, data analysis, case study) describes the reality of beginning teachers work in primary school. The research try to answer the question: How teachers in the early years of practice manage its activities to evaluate their professional quality, what are dealing with and what helps them to be a good teacher. The most challenging task for beginning teachers is the timing of educational activities and managing with everyday practical and administrative activities. They are sure in the areas of...

Dans cette thèse, nous avons examiné chez des apprentis lecteurs le traitement de l'information latérale en lecture de mots isolés et le comportement oculomoteur en lecture de texte. Dans un premier groupe d'expériences, nous montrons que les apprentis lecteurs présentent une sensibilité à l'information latérale. Cette sensibilité dépend des caractéristiques de cette information (linguistique versus non linguistique) mais elle varie également selon le degré de difficulté associée au traitement de l'information centrale (mots fréquents versus mots peu fréquents). Le contrôle des ressources attentionnelles serait moins efficace chez les apprentis lecteurs que chez les lecteurs experts. Un deuxième groupe d'expériences met en évidence une amélioration de la capacité à traiter l'information latérale au cours de l'apprentissage de la lecture. Les résultats montrent également des différences qualitatives entre les lecteurs débutants et les lecteurs experts dans l'initiation des traitements lexicaux à partir de l'information parafovéale. Dans notre troisième groupe d'expériences, les résultats montrent qu'en lecture de texte, les apprentis lecteurs fixent plus longtemps les mots et les refixent également plus souvent que les lecteurs experts. Au fur et à mesure de l'apprentissage de la lecture, la taille des saccades s'accroît. De plus, les effets de la longueur des mots et de la fréquence sont plus importants chez les lecteurs de CE2 que chez les lecteurs de CM2 ou les lecteurs experts. Les différences développementales mises en évidence sont principalement liées à des facteurs cognitifs plutôt qu'à des facteurs oculomoteurs. / This thesis explore in beginning readers processing of lateral information in isolated reading task and eye movement in text reading. In a first serie of experiments, we show that beginning readers are sensitive to the lateral information. This sensitivity depends upon the difficulty of the central word that is under processing, but also upon the nature of the lateral information (linguistic versus non linguistic). Control of the visual attention could be less developped in beginning readers that in expert readers. In a second serie of experiments, our results indicate that increased reading skill goes hand in hand with the ability to extract more information from lateral vision. Differance are also evidenced between beginning readers and expert readers in the way initiation of the lexical processing from lateral information is achieve. In a third serie of experiments, results show that in text reading, beginning readers make shorter saccades, had higher fixation durations and higher refixation probabilities than in older or expert readers. Developmental differences that are evidenced are mainly linked to cognitive processes than oculomotor processes.

Le Magistère catholique a accueilli la théorie de l’évolution et a reconnu sa valeur. L’encyclique Humani Generis en constitue le moment-clé. Mais le Magistère ne va pas loin. Il refuse de sacrifier les points forts de l’anthropologie chrétienne traditionnelle sur l’autel de l’évolution. Il insiste sur la création directe de l’âme humaine par Dieu. Quelques théologiens catholiques, comme G. Martelet, J.-M. Maldamé et J. Arnould, voient la nécessité d’articuler les discours théologiques et les acquis de la théorie de l’évolution, où la conceptualité de l’émergence est dominante ; une démarche qui repose sur l’idée que si Dieu est unique, la vérité de sa révélation ne saurait s’opposer à la vérité manifestée par le monde. Ce travail veut cerner les prises de position du Magistère, de Pie XII à Jean-Paul II. Il se propose aussi d’explorer les apports des trois théologiens dans le travail d’approfondissement de la théologie de la création, de montrer comment leurs réflexions contribuent à l’intelligence de la spécificité humaine et de l’action de Dieu dans la création. Les acquis scientifiques contribuent au progrès de notre connaissance de l’univers et de l’homme. Il en va de la compréhension de l’action de Dieu dans le monde. Celle-ci cesse de se penser à partir des schèmes mécaniques où le Créateur apparaît comme un ingénieur cosmique ; elle se dit en termes d’accompagnement des possibles inscrits dans l’intime de l’être. Le moins que nous puissions dire est que la Bible s’intéresse moins au passé de l’humain qu’à son origine. Selon la Bible, être humain, c’est répondre à l’appel de Dieu et appel de l’humanité en termes de responsabilité. C’est cela être à l’image de Dieu. / The Catholic Magisterium welcomed the theory of evolution and recognizes its value. The encyclical Humani Generis constitutes its key moment. However, the Magisterium went no further. It declined to sacrifice the cornerstone of traditional Christian anthropology on the altar of evolutionary theory. It insists on the direct creation of the human soul par God. A few theologians like G. Martelet, J.-M. Maldamé and J. Arnould, saw the need to articulate this theological discourse and the advances of evolutionary theory, where the conceptuality of emergence dominates ; an approach that is based on the idea that if God is unique then the truth of is revelation would by no means oppose to the truth showed by the world. The present study attempts to grasp the stance taken by the Magisterium, from Pius XII to John-Paul II. It explores the contribution of the three mentioned theologians to a deeper reflection on the theology of creation, on how their work has contributed to the understanding of the human identity and God’s action within creation. The scientific knowledge contributes to the improvement of our awareness of the Universe and mankind. Indeed, the understanding of God’s action in the world is at stake. It is not considered according to mechanical patterns where the Creator is described as a cosmic engineer. It is more represented in terms of support and arousing of the potential within the innermost being. The least we can say is that the Bible is not as interested about the past of mankind but rather about its origin. According to the Bible, answering the call of God and the one of mankind in terms of responsibility defines what being human is. That is what being in the image of God.

This diploma thesis deals with an admission procedure to the first form of primary education, school readiness, beginning of the school attendance and a formation of initial literacy in the first form of primary school. The theoretical part focuses on the ontogeny of a child in the pre-school and young school age, school readiness, the beginning of school attendance and the initial reading and writing skills. The research focuses on the preparation of children in kindergartens for school. It also describes three processes of admission procedure to the first form of primary school at three different schools. The author also analyses results of these admission procedures in 2018. She also analyses the human body drawings in connection with the school readiness. Last but not least she analyses the formation of hygiene habits of pupils in the first forms. The findings of this research are compared with the information in the theoretical part. There are also many appendices that document the research. At the end of the thesis there is the interpretation of the research and a description of contemporary school readiness issues.