Dissertation•
Le sentiment identitaire professionnel
05 Oct 2018-
TL;DR: In this paper, a methodologie qualitative dans le cadre dune approche psychophenomenologique (Vermersch, 2012), permet de questionner la logique personnelle du sujet dans ces moments, en mobilisant principalement les concepts de sentiment identitaire (Erikson, 1968 ; Allport, 1970 ; Tap, 1988) and de professionnalite emergente (Jorro, 2011).
Abstract: La recherche porte sur le sentiment identitaire professionnel des debutants infirmiers. Elle interroge le vecu subjectif des debuts professionnels et eclaire les rapports entre les dynamiques identitaires (Kaddouri, 2006) en jeu dans cette transition (Guichard, 2007) et l’emergence de la professionnalite. La methodologie qualitative dans le cadre d’une approche psychophenomenologique (Vermersch, 2012), permet de questionner la logique personnelle du sujet dans ces moments (Mouchet, 2014), en mobilisant principalement les concepts de sentiment identitaire (Erikson, 1968 ; Allport, 1970 ; Tap, 1988) et de professionnalite emergente (Jorro, 2011). L’etude longitudinale s’appuie sur des entretiens comprehensifs (Kaufmann, 2014), d’explicitation (Vermersch, 1994) avec decryptage de sens (Faingold, 1998, 2011) et d’explicitation biographique (Lesourd, 2009). Les resultats mettent en evidence l’emergence d’un sentiment identitaire professionnel necessaire a la construction de la professionnalite emergente specifique des debutants infirmiers, et pourraient etre pris en compte pour repenser leur accompagnement.
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281 citations
TL;DR: The Student-Physician as mentioned in this paper is a very good book about teaching medical students, but it is written as though the writer were paid a bonus for superfluous words and far too many of the words are padding.
Abstract: Anyone interested in teaching medical students should read "The Student-Physician." He will have to be very much interested in it to read the whole thing, because at least parts of it are written as though the writer were paid a bonus for superfluous words. Here is an example: "But whatever the consequences of these differences and these remain to be identified, it can be seen that the criteria and procedures for admission not only have the manifest function of selecting individuals more or less suited to the role of physician but also the indirect and latent function of producing a distinctive social environment for each student. In other words, the procedures and criteria of selection not only involve the psychological consideration of the personal qualities of each individual student but also the sociological consideration of the composition of the total student body." Far too many of the words are padding
157 citations
Book•
01 Jan 2007
TL;DR: In this article, a manuel dote d'outils pedagogiques tres performants propose les principaux concepts, theories, enjeux et auteurs en psychologie du travail.
Abstract: Ce manuel dote d'outils pedagogiques tres performants propose les principaux concepts, theories, enjeux et auteurs en psychologie du travail. Il integre les travaux tires de la litterature francophone aussi bien qu'anglo-saxonne. Edition mise a jour.
26 citations
References
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TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Abstract: Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.
15,740 citations
"Le sentiment identitaire profession..." refers background in this paper
...Ils sont soit relatifs au contenu scolaire et au curriculum, ceux pédagogiques généraux ou de la matière d'enseignement, relatifs à la connaissance de l'élève, aux fondements de l'éducation, aux contextes institutionnels et aux cultures de la communauté (Shulman, 1986)....
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Book•
05 May 2001
TL;DR: This chapter discusses professionalism as an ideal type, its application in the labor markets and careers, and the role of ideology in the development of professionalism.
Abstract: Acknowledgements Introduction Part One: Professionalism: the Ideal Type Chapter 1: Professional Knowledge and Skill Chapter 2: Divisions of Labour Chapter 3: Labor markets and Careers Chapter 4: Training Programs Chapter 5: Ideologies Part Two: The Contingencies of Professionalism Chapter 6: States and Associations Chapter 7: Bodies of Knowledge Chapter 8: The Assault on Professionalism Chapter 9: The Soul of Professionalism Notes References Index
2,433 citations
"Le sentiment identitaire profession..." refers background in this paper
...Des chercheurs comme Abbott (1988) et Freidson (2006) approchent la problématique des professions par la recherche de leurs spécificités, et posent des questions (en rupture avec le modèle des sociologues critiques) remettant en cause le modèle professionnel, et « plus particulièrement sur les…...
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2,314 citations
TL;DR: It is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts.
Abstract: Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as non-formal learning, implicit learning and tacit knowledge, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved-reading the situation, making decisions, overt activity and metacognition-and three modes of cognition-intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself. (http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract)
2,034 citations
"Le sentiment identitaire profession..." refers background in this paper
...Pourtant dans l'usage de la notion de professionnalité se trouve l'idée, quoique peu exploitée jusqu'alors, du processus en constante évolution et venant de l'acte de travail (Trépos, 1992) et le sujet se reconnaissant lui-même dans l'action professionnelle (Eraut, 2000, 2007)....
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01 Jan 2012
TL;DR: In this article, the authors present a demarche rigoureuse de reformulation, explication, or theorisation des donnees d'enquete participant de la decouverte et de la construction de sens.
Abstract: Les methodes qualitatives occupent une place grandissante en sciences humaines et sociales, constituant depuis leurs origines americaines un courant aussi riche que diversifie.Cet ouvrage, veritable manuel, permet d’apprehender aussi bien l’histoire que les enjeux epistemologiques et applications pratiques de ces methodes dans leur diversite (analyses thematique, a l’aide des categories, en mode ecriture...).Reactualise dans cette 4e edition, il cible toute la fecondite du denominateur commun a ces methodes : une demarche rigoureuse de reformulation, d’explicitation ou de theorisation des donnees d’enquete participant de la decouverte et de la construction de sens.
1,858 citations