Construction d'une œuvre chorégraphique en collège et émergence d'une « compagnie de danse scolaire »

Crance, Marie-Cécile; Trohel, Jean; Saury, Jacques

doi:10.3917/sta.103.0069

Cited by 8 publications

(4 citation statements)

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“…The second methodological orientation, the analysis of the collective articulation of 'life courses related to a practice (or project)', has been productively followed in studies dealing with (a) the collective construction of a choreographic work and the collective learning in a student collective during a physical education class (Crance, Trohel, & Saury, 2014), and (b) the collective activity in the joint conception of an artwork and the development of a computer program for an augmented string quartet (Donin, Goldszmidt, & Theureau, 2009). Questions about training as it relates to collectives are many and have yet to be fully explored at this point: How can an actor's engagement in collective histories be encouraged?…”

Section: Challenges For Activity Analysis For Training Objectivesmentioning

confidence: 99%

The challenges of activity analysis for training objectives

Poizat¹,

Durand²,

Theureau³

2016

Le Travail Humain

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Section: Challenges For Activity Analysis For Training Objectivesmentioning

confidence: 99%

The challenges of activity analysis for training objectives

Poizat¹,

Durand²,

Theureau³

2016

Le Travail Humain

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“…This training seems necessary to "democratize dance" (Padilla & Zurdo, 2003). Allowing students to engage in a genuine artistic experience, such as making a show at the end of the year (Bréau, 2013;Crance, Trohel & Saury, 2014), is an option to combat gender stereotypes. Other proposals suggest that students, especially boys, put words on their feelings and emotions during dance lessons (Gard, 2008).…”

Section: Discussionmentioning

confidence: 99%

Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives

Gilles¹

2017

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The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications.The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled "Issues, Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World", focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the field of the professions of teaching and life-long training.We direct our most heartfelt thanks to the General Director, Mrs Chantal Ostorero, of the Board of Higher Education of the State of Vaud which assisted in the financing of the PEERS projects and provided its expertise, allowing us to develop an international network of reliable institutional partners.But above all, it is worth pointing out that this PEERS program could not have been brought to fruition without the commitment of the professors and the students who have been its actors. Between 2011 and 2017, almost 500 students and more than one hundred professors and training professionals have been involved in the projects of the PEERS program! Upon reading the following chapters, the reader will easily understand that the implementing of this program dedicated to future teachers at the start of the twenty-first century was a wonderful human adventure, and that the first individuals to strike out on their own were true pioneers who paved the way for those who followed. The projects they carried out, their personal testimonies, and the results they achieved were, for us, the first lessons from which we went on to draw the invaluable knowledge that allowed us to improve the program.To all PEERS projects professors and students in the four corners of the world, it is to you that this international program belongs. It is, henceforth, up to you to pass on the torch of the spirit of research and humanism with which your PEERS projects are imbued and upon which our globalized, intercultural and connected world depends so much. Thank you!

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“…En associant des dimensions (Hastie, de Ojeda & Luquin, 2011). Ces projets peuvent être conduits hors de l'EPS, notamment dans le cadre d'ateliers artistiques finalisés par un spectacle chorégraphique (Crance, Trohel & Saury, 2014). Ces évènements peuvent aussi être ponctuels, comme c'est le cas chez l'étudiante ayant rapporté les émotions positives vécues lors de la représentation de cirque du repas de Noël du lycée.…”

Section: Le Primat Des Inducteurs éMotionnels Liés Aux Compétences Reunclassified

Les inducteurs émotionnels des étudiants STAPS liés à leur « meilleur enseignant d’EPS » lorsqu’ils étaient élèves dans le secondaire : un moyen de comprendre l’engagement à devenir enseignant ?

Visioli¹,

Petiot²

2021

ejrieps

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Les inducteurs émotionnels des étudiants STAPS liés à leur « meilleur enseignant d'EPS » lorsqu'ils étaient élèves dans le secondaire : un moyen de comprendre l'engagement à devenir enseignant ? Jérôme Visioli* et Oriane Petiot* * UFR STAPS de l'Université Rennes 2, France. Résumé L'objectif de cet article était d'identifier et de hiérarchiser les inducteurs émotionnels de 168 étudiants en Sciences et Techniques des Activités Physiques et Sportives (STAPS), liés aux souvenirs du « meilleur enseignant » d'Education Physique et Sportive (EPS) en tant qu'élève dans le secondaire. Leurs perceptions ont été recueillies sur la base d'un questionnaire leur demandant de raconter l'évènement le plus marquant vécu avec cet enseignant. L'analyse inductive des évènements recueillis a fait émerger trois inducteurs émotionnels. L'inducteur émotionnel principal a trait aux perceptions positives de la relation entretenue avec l'enseignant. Les deux autres inducteurs sont la perception des choix de l'enseignant concernant l'enseignement des Activités Physiques Sportives et Artistiques (APSA), ainsi que la participation de l'enseignant à la pratique des APSA avec les élèves. Ces trois inducteurs sont discutés au regard des compétences à cultiver chez les enseignants, et mises en relation avec l'engagement à devenir enseignant, spontanément exprimé par certains étudiants.

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Construction d'une œuvre chorégraphique en collège et émergence d'une « compagnie de danse scolaire »

Cited by 8 publications

References 6 publications

The challenges of activity analysis for training objectives

The challenges of activity analysis for training objectives

Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives

Les inducteurs émotionnels des étudiants STAPS liés à leur « meilleur enseignant d’EPS » lorsqu’ils étaient élèves dans le secondaire : un moyen de comprendre l’engagement à devenir enseignant ?

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