{"id":1861,"date":"2016-11-10T14:32:56","date_gmt":"2016-11-10T11:32:56","guid":{"rendered":"https:\/\/www.georgesnahas.com\/gn\/\/?p=1861"},"modified":"2018-05-15T15:19:56","modified_gmt":"2018-05-15T12:19:56","slug":"reception-de-linnovation-pedagogique-experiences-de-terrain","status":"publish","type":"post","link":"https:\/\/www.georgesnahas.com\/gn\/?p=1861","title":{"rendered":"R\u00e9ception de l\u2019innovation p\u00e9dagogique : Exp\u00e9riences de terrain"},"content":{"rendered":"

[et_pb_section admin_label=”section” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” padding_mobile=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” make_equal=”off” use_custom_gutter=”off” fullwidth=”off” specialty=”off” disabled=”off”][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”off” custom_width_px=”1080px” custom_width_percent=”80%” use_custom_gutter=”off” gutter_width=”3″ padding_mobile=”off” allow_player_pause=”off” parallax=”off” parallax_method=”on” make_equal=”off” column_padding_mobile=”on” parallax_1=”off” parallax_method_1=”on” parallax_2=”off” parallax_method_2=”on” parallax_3=”off” parallax_method_3=”on” parallax_4=”off” parallax_method_4=”on” disabled=”off”][et_pb_column type=”4_4″][et_pb_accordion admin_label=”Accordion” use_border_color=”off” border_color=”#ffffff” border_style=”solid” disabled=”off”] [et_pb_accordion_item title=”Abstract” open=”off” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”]<\/p>\n

La r\u00e9ception de \u00abl\u2019Innovation P\u00e9dagogique\u00bb d\u00e9pend de son type (th\u00e9orique, appliqu\u00e9e ou didactique). Est-ce que ces types sont re\u00e7us de la m\u00eame fa\u00e7on par les acteurs p\u00e9dagogiques? Quelle importance et quel suivi r\u00e9server \u00e0 chaque type? Quel est le r\u00f4le les \u00e9coles de formateur? Cette intervention se propose de d\u00e9montrer que plus l\u2019innovation se fait au niveau de la th\u00e9orie et de ses implications, moins les praticiens l\u2019adoptent. Elle pr\u00e9sentera trois cas de figure:<\/span><\/p>\n

    \n
  1. Le premier relatif \u00e0 une formation de longue dur\u00e9e soutenue par l\u2019administration scolaire.<\/span><\/li>\n
  2. Le second relatif \u00e0 un cas semblable mais sans le soutien de l\u2019administration.<\/span><\/li>\n
  3. Le troisi\u00e8me est celui o\u00f9 la vision de l\u2019administration scolaire ne cadre pas avec la volont\u00e9 de la communaut\u00e9 scolaire.<\/span><\/li>\n<\/ol>\n

    L\u2019\u00e9tude comparative montre la pertinence de la sp\u00e9cificit\u00e9 de chaque cas, et permet de tirer des conclusions permettant d\u2019optimiser l\u2019efficacit\u00e9 des interventions innovatrices en soulignant l\u2019importance des \u00e9l\u00e9ments suivants:<\/span><\/p>\n

      \n
    1. Le d\u00e9coupage de l\u2019innovation en s\u00e9quences bien articul\u00e9es qui d\u00e9pendent de la nature de l\u2019innovation \u00e0 introduire.<\/span><\/li>\n
    2. L\u2019\u00e9tablissement de partenariat entre les \u00e9coles de formation et les institutions p\u00e9dagogiques.<\/span><\/li>\n
    3. L\u2019adoption des formations continues pour rendre l\u2019innovation p\u00e9renne.<\/span><\/li>\n<\/ol>\n

      [\/et_pb_accordion_item][et_pb_accordion_item title=”Keywords” open=”off” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”] [\/et_pb_accordion_item][et_pb_accordion_item title=”Citation” open=”on” use_border_color=”off” border_color=”#ffffff” border_width=”1px” border_style=”solid” disabled=”off”]<\/p>\n

      Nahas, G. N. (2016). R\u00e9ception de l\u2019innovation p\u00e9dagogique\u00a0: Exp\u00e9riences de terrain. In\u00a06\u00e8me<\/sup> Colloque International du RIFEFF (02-04 juillet 2015). Mieux former les enseignants dans la francophonie\u00a0: principaux enjeux actuels et futurs<\/em>. Patras, Gr\u00e8ce.<\/span><\/p>\n

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