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Revue Internationale de Pédagogie de l’Enseignement Supérieur
ISSN 2076-8427 · Association Internationale de Pédagogie Universitaire · 351 artikel di indeks
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Vous avez dit portfolio? Formalisation d’un modèle de portfolio de formation-évaluation pour le développement de compétences dans l’enseignement supérieur
The widespread adoption of competency-based approaches in higher education has generated growing interest in portfolio-based practices. However, the wide diversity of their forms and implementation modalities makes it difficult to identify their underlying operating principles and the conditions of…
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Observation professionnelle en enseignement : comparaison des profils d’observateurs de formateurs universitaires et des futurs enseignants
Professional Vision in Teaching (PVT), examined here through the lens of professional observation, is a rapidly developing field in the educational sciences. However, the specific visual strategies of university trainers remain poorly documented. The aim of this study is to compare the visual…
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L’évaluation pour l’apprentissage en atelier
This paper investigates the challenges of project assessment in the studio classes of design and planning disciplines taught in academic institutions (industrial design, interior design, architecture, landscape architecture and urban planning). Workshop learning centred on exploration and dialogue…
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Analyse des processus d’engagement des étudiants dans un concours d’éloquence à l’université : motifs d’intéressement, épreuves, enjeux
This article focuses on the processes of student engagement in an innovative university program – a public speaking competition – by analyzing their motives for interest, the challenges they encountered, and the strategies implemented to encourage their participation. Using a mixed methodology…
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« Personnellement, je fais aucun lien! » : Modèle prometteur d’analyse d’expériences en formation par alternance
Field‑experience program, primarily designed to articulate training and work (Maubant et Roger, 2014), is polymorphous (Maubant et Gremion, 2022) and transdisciplinary (e.g., education, engineering) (Chaubet et al., 2018). It is widely recognized for its learner‑centered orientation, its grounding…
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Dissiper la nébuleuse : l’accompagnement des stagiaires en enseignement
This article presents a literature review on the mentoring of student teachers in teacher education. Its purpose is to identify the key components of mentoring practices during teaching internships. The analysis underscores the complexity and specificity of this practice within educational…
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Appropriation d’un dispositif d’accompagnement méthodologique d’étudiants primo-entrants à l’université : une lecture par profils et postures
In the context of the transition from high school to university, various support programs are designed to help first-year students adapt to the demands of higher education. However, the proposed contents are often appropriated in different ways. While some students actively use learning tools and…
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Validation d’une échelle destinée à identifier le développement du sentiment d’efficacité personnelle d’étudiants en soins infirmiers à s’initier à la recherche
In France, the nursing training curriculum includes specific skills dedicated to research, but it has been observed that nursing students have difficulty developing these skills during their studies. We set up an experimental training scheme to provide motivational support for learning about…
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Enseignement supérieur, massification et pédagogie inversée : représentations des enseignants et prédisposition au changement
Following the development of information technologies and changes in the student population, Moroccan universities are being called upon to innovate to simultaneously address the resulting educational, technological, and organizational challenges. Higher education is expected to evolve toward…
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Former à l’innovation en enseignement supérieur : l’exemple d’un programme universitaire Québec-France
University teaching training programs often face the persistent challenge of reconciling institutional demands for pedagogical innovation with the concrete professional development needs of teaching staff. On the one hand, universities emphasize creativity, experimentation and the adoption of…
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Perceptions des enseignements et stratégies d’apprentissage en première année universitaire
Early research has explored the relationship between students’ perceptions of teaching and their approaches to learning (Diseth et al., 2006). This study builds on that work by examining both aspects of the teaching–learning process simultaneously, distinguishing between students’positive and…
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L’intégration des étudiants internationaux dans une université en région éloignée au Québec : cas de l’UQAT
The purpose of this article is to identify and describe the challenges and needs for support in integrating international students (IS) at the Université du Québec en Abitibi-Témiscamingue (UQAT), a Quebec university located outside major urban centers. The results of a mixed research study…
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Climat de confiance, engagement à l’université et rôle des activités brise-glaces
This paper looks at the development of a climate of trust in university classes. Several studies have shown the importance of a climate of trust in supporting student engagement in learning. Using questionnaires and semi-structured interviews, we collected students' perceptions of the importance…
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Stratégies de soutien pour améliorer les conditions de réalisation des études dans le domaine infirmier
Psychological distress and the intention to abandon the study program are widespread among nursing students. The study conditions, such as workload and school-work-life conflicts, are contributing. This research was part of a project that included a quantitative phase carried out beforehand, which…
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Formation continue en haute école : étude des rapports sociaux de sexe dans les dispositifs certifiants destinés au corps enseignant
This article examines gender inequalities in continuing education programs for teachers at a teacher training college in French-speaking Switzerland. Despite a legislative framework promoting gender equality, the findings reveal persistent structural disparities in access to and participation in…
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Je parle, ils prennent des notes. Mais comment? Une typologie en cinq profils
This study explores students' note-taking strategies in an authentic context by combining three complementary methodologies : direct observation, analysis of written productions, and metagraphic interviews. Eleven master's students were observed during a lecture, their notes were collected and…
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Les actions enseignantes pour favoriser l’intégration des étudiants à distance dans les cours comodaux en enseignement supérieur
Student integration is defined as an interactive process through which students become full members of the university community, along three dimensions : academic (performance and intellectual development), social (involvement in activities and interpersonal relationships), and professional…
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L’enseignement supérieur pour la justice cognitive : étude de cas du réseau Ecoversities Alliance
Despite their positive impacts on society, mainstream higher education institutions generate cognitive injustices by overvaluing some ways of being and knowing over others. To attenuate this trend, research on cognitive justice in higher education has recently emerged as a growing field of inquiry…
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Contradictions institutionnelles de la professionnalisation universitaire des enseignants. Le cas d'un dispositif de formation tunisien
This article explores the institutional contradictions and professional tensions that shape the process of academizing teacher education (Lessard and D’Arrisso, 2010). It draws on a doctoral research project focused on the implementation of reflexivity within the training of Tunisian primary school…