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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Elevers ansvar i skolan : En studie om pedagogers syn på elevansvar i grundskolans tidigare år / Pupils' responsibilities in school : A study of teachers' view on pupil responsibility in Primary School

Ayddan, Fadia January 2012 (has links)
Background: Pupils’ responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, pupil responsibility, power and pupil influence. Purpose: The purpose of this study is to find out the teachers’ views on pupil responsibility. The study will answer two questions; firstly what is the interviewed teachers’ view on the concept of pupil responsibility in primary schools (grade 1-3)? Secondly what do the interviewed teachers’ see as responsible behavior and what do the teachers expect from pupils’, regarding pupil responsibility in primary school (grade 1-3)? Method: In order to investigate this, five structured qualitative interviews were made, with five teachers from primary schools. The study is based on these five teachers’ views, which means that the study can not give an overall view of pupil responsibility. Result and conclusions: The study shows that these teachers have similar views on the concept of pupil responsibility. Pupil responsibility involves responsibility for their studies and to be disciplined, for themselves and the collective. Teachers expect responsible behavior, keeping in mind the age and the mental level the pupils are at.
2

L’approche par compétences, une approche en apesanteur et/ou les pesanteurs de l’environnement d’implantation ? Le cas du curriculum de français du troisième cycle du système éducatif algérien : pertinence et/ou faisabilité ? / Competency-Based Approach, a Weightless approach and/ or the contextual constraints of its actual implementation? The case of the French Language Curriculum at the Secondary Level of the Algerian Educational System : Between Accuracy and/or Feasibilit

Berkaine, Mohammed Said 16 December 2015 (has links)
Mots-clés : Compétence(s), curriclum, (socio) constructivismes, inter/transdisciplinarité, enseignement / apprentissage, intégration, déontologie, équité.Panacée, dernière innovation en sciences de l’éducation pour les uns, chimère, « mode » et/ou relais du néolibéralisme pour les autres, l’approche par compétences, auréolée de l’appui d’un certain nombre de bailleurs de fonds, d’organisations éducatives et d’ « experts » internationaux, s’est répandue comme une traînée de poudre dans bon nombre de systèmes éducatifs (BRONCKART, J.-P, 2009). Sa généralisation au nom d’un certain nombre d’idéaux, dont le sacro-saint principe de la lutte contre l’échec scolaire, de l’égalité des chances et de la référence à des valeurs humanistes et citoyennes, n’est toutefois pas sans susciter moult interrogations quant à sa pertinence, sa faisabilité et son efficacité dans certains contextes. Ainsi, à l’épineux volet épistémologique, en raison du statut fragile d’un certain nombre de ses concepts et paradigmes de références, dont la notion de compétence(s) et le constructivisme, entre autres, n’en sont que la parfaite illustration, se greffent voire s’imposent d’autres problématiques et débats d’ordre axiologique mais encore praxéologique. La présente thèse se veut, par l’étude de la mise en place et en œuvre dans l’enseignement du français au niveau secondaire de cette nouvelle « doctrine pédagogique » (HIRTT, N.,2009), une réflexion sur la pertinence et l’efficacité voire la faisabilité de l’APC dans le contexte algérien et par delà un retour réflexif, par une démarche de déconstruction, sur ses soubassements épistémologiques, politico-idéologiques et praxéologiques. Une occasion aussi de renouer avec, relancer, le débat sur l’éthique en didactique des langues étrangères et pointer du doigt un certain nombre de dysfonctionnements liés aux bouleversements engendrés par l’importation/ implantation de ce nouveau « mythe normatif » (TEHIO, V., 2009) dans l’enseignement apprentissage des langues étrangères dans un certain nombre de pays. / Keywords: Competence(y/ies), curriculum, (socio) constructivism, inter/trans-disciplinarity, teaching/learning, integrationBacked up by innovation in research in education on one hand, seen as a chimera, a fashion, and / or a push of neoliberalism on the other hand, Competency Based Approach (es) (CBA), sponsored by various international organisations and education experts, has been implemented within a few years in a considerable number of education systems all over the world FRATTERCh. (2004). Hence the generalization of CBA, enforced on behalf of a number of principles such as the consecrated fight against school failure, providing equal opportunities and the enhancement of humanistic and citizenship-related values, is nonetheless raising a number of issues relating to its relevance, feasibility and effectiveness in different contexts. The thorny epistemological aspect originating from the fragility of concepts and paradigms like competence (ies) and constructivism on which CBA is based, stands as perfect illustration of issues pertaining to politico-ideological as well praxeological issues. The present thesis aims, through a study of the implementation and the development of CBA as a “new education dogma” for teaching French at the secondary school level, HIRTT, N. (2009), at investigating the relevance, the effectiveness and even feasibility of CBA in the Algerian context. It also, attempts to rethink CBA’s epistemological, politico-ideological, and praxiological underpinnings following deconstruction stance. This provides an opportunity to launch once again the debate on ethics in foreign language education and to shed light on a number of dysfunctions brought about by the implementation of this novel “normative myth” TEHIO,V., (2009) in the teaching/learning of foreign languages in many countries.

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