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Comment faire progresser la pratique pedagogique?

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dc.contributor.author UNGUREANU, Ludmila
dc.date.accessioned 2021-08-18T07:05:20Z
dc.date.available 2021-08-18T07:05:20Z
dc.date.issued 2021
dc.identifier.citation UNGUREANU, Ludmila. Comment faire progresser la pratique pedagogique? In: Journal of Social Sciences. 2021, V. 4, N. 2, pp. 51-56. ISSN 2587-3490, eISSN 2587-3504. en_US
dc.identifier.uri https://doi.org/10.52326/jss.utm.2021.4(2).05
dc.identifier.uri http://repository.utm.md/handle/5014/16748
dc.description.abstract This study is the result of a more recent questioning on the limits of the profession of teacher on what we are supposed to practice when we want to build effective approaches to students who have difficulty into university learning. However, periods of didactic crisis are present among experienced teachers. They are justified by the desire to trigger new approaches. This time, it is a question of adopting an innovative pedagogy in the context of the booming development of new technologies, where the role of the teacher is undergoing major changes. This questioning therefore appears following long-term observation and regular consultation within a teaching team in order to advance teaching practice. en_US
dc.description.abstract La présente étude est le fruit d’un questionnement plus récent sur les limites du métier d’enseignant, sur ce qu’on est censé y pratiquer lorsqu’on veut construire des démarches efficaces auprès des étudiants qui ont du mal à rentrer dans les apprentissages universitaires. Or, les périodes de crise didactique sont présentes chez les professeurs chevronnés. Elles se justifient par le désir de déclencher de nouvelles approches. Il est question, cette fois-ci, d’adopter une pédagogie innovante dans le contexte du développement en flèche des nouvelles technologies, où le rôle de l’enseignant subit des modifications importantes. Cette remise en question apparaît donc suite à une observation de longue haleine et une concertation régulière au sein d’une équipe didactique afin de faire progresser la pratique pédagogique. en_US
dc.description.abstract Prezentul studiu este produsul unei chestionări mai recente referitoare la limitele meseriei de profesor de limbă franceză pentru străini, la ce ar trebui, acesta din urmă, să recurgă atunci când vrea să elaboreze un demers eficient adresat studenților care îmbrățisează mai anevoios studiile universitare. Or, perioadele de criză didactică nu-i ocolesc nici pe cei cu destulă experiență în domeniu. Ele se justifică prin dorința acestora de a crea noi strategii, fiind vorba, de astă dată, de adoptarea unei pedagogii inovative în contextul dezvoltării fulminante a noilor tehnologii, unde rolul profesorului este supus unor modificări importante. Această reconsiderare apare deci ca urmare a unor observări de durată și a unei concertări regulate în sânul unei echipe didactice în vederea eficientizării practicilor pedagice. en_US
dc.language.iso fr en_US
dc.publisher Technical University of Moldova en_US
dc.relation.ispartofseries Journal of Social Sciences; 2021, V. 4, N. 2
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/ *
dc.subject teaching strategies en_US
dc.subject teaching French en_US
dc.subject stratégies d'enseignement en_US
dc.subject enseignement du français en_US
dc.subject strategii didactice en_US
dc.subject predarea limbii franceze en_US
dc.title Comment faire progresser la pratique pedagogique? en_US
dc.type Article en_US


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