Dictionnaire actuel de l'éducation
01 Jan 1989-Canadian Journal of Education (Guérin)-Vol. 14, Iss: 2, pp 265
01 Jan 2001
TL;DR: Mostafa Adimy as mentioned in this paper Directeur de Recherches à l’INRIA Dir. de thèse Ionel S. CIUPERCA Mâıtre de Conférence à l'Université Lyon 1 Examinateur Michael C. MACKEY Directeur of Recherche et al.
Abstract: Mostafa ADIMY Directeur de Recherches à l’INRIA Dir. de thèse Ionel S. CIUPERCA Mâıtre de Conférence à l’Université Lyon 1 Examinateur Michael C. MACKEY Directeur de Recherche à l’Université Mc GIll Dir. de thèse Sylvie MÉLÉARD Professeur à l’Ecole Polytechnique Examinatrice Sophie MERCIER Professeur à l’Université de Pau et des Pays de l’Adour Rapportrice Laurent PUJO-MENJOUET Mâıtre de Conférence à l’Université Lyon 1 Dir. de thèse Marta TYRAN-KAMIŃSKA Professeur à l’University of Silesia Examinatrice Bernard YCART Professeur à l’Université de Grenoble Rapporteur
TL;DR: In this article, a conceptual framework for entrepreneurship education is presented, which is inspired by education sciences and discusses its two main levels, the ontological and educational levels. But the authors do not discuss the scientific legitimacy of entrepreneurship education.
Abstract: Purpose – The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes.Design/methodology/appraoch – This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education.Findings – Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point‐of‐view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multipl...
TL;DR: In this article, the authors explored entrepreneurial learning through mentoring and found that from a cognitive learning standpoint, benefits reported by entrepreneurs include an increase in management knowledge and skills, improved vision for their business venture and identifying new opportunities.
Abstract: It has been recognized that learning outcomes can be divided into three general categories: Cognitive, skill-based, and affective learning. Moreover, public organizations offer mentoring-inspired support programs to novice entrepreneurs starting a business. This study explores entrepreneurial learning through mentoring. We have coded 53 learning outcomes acquired by novice entrepreneurs through their mentoring relationship. These learning outcomes were analysed using the three general categories and linked with the mentor’s way of promoting learning. Cognitive learning accounts for 62% of total learning outcomes and affective learning makes up 35.9%, which leaves skill-based learning in a marginal position. In addition, methods used by the mentor to ensure mentee learning affect learning content. Mentees were also asked to describe the benefits of their mentoring relationship through discussion groups. From a cognitive learning standpoint, benefits reported by entrepreneurs include an increase in management knowledge and skills, improved vision for their business venture and identifying new opportunities. Benefits resulting from affective learning include a greater sense of self-efficacy, validation of one’s entrepreneurial self-image and a lowered sense of solitude, all factors that could ultimately influence entrepreneur resilience. These results reveal the scope and limitations of mentoring as means to support learning.
01 Jan 2016
01 Jan 2002-Curriculum Inquiry
TL;DR: In this article, two research programs on the use of textbooks for a variety of school subjects by elementary-school teachers in Quebec are presented, highlighting the main analytical orientations pertaining to textbooks both in Quebec and elsewhere, and presenting the importance and the role that textbooks, in Quebec elementary teaching, have had over the past 40 years.
Abstract: This article draws from two research programs on the use of textbooks for a variety of school subjects by elementary-school teachers in Quebec. Highlighting the main analytical orientations pertaining to textbooks both in Quebec and elsewhere, it first distinguishes between textbooks and schoolbooks, and then presents the importance and the role that textbooks, in Quebec elementary teaching, have had over the past 40 years. Lastly, the article portrays the state of research on textbooks, unveiling the need for a comprehensive, situated approach in research on textbooks, as well as work focused on how teachers use them and on the impact of this use on both practice and learning.
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