Les représentations conceptuelles de l’estime de soi et de la motivation chez les enseignants spécialisés
This article discusses the support that a training programme based on discussions of key concepts such as self-esteem and motivation can bring to special teacher’s practices. The objective of this study is to collect and discuss the conceptual representations that special teachers following a certif...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2015-10-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/6868 |
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| Summary: | This article discusses the support that a training programme based on discussions of key concepts such as self-esteem and motivation can bring to special teacher’s practices. The objective of this study is to collect and discuss the conceptual representations that special teachers following a certifying training programme have of these concepts. The research was conducted in three stages: the collection of initial conceptual representations, discussions about these conceptual representations, and finally the educational actions that can be implemented in the classroom to develop feelings of motivation and self-esteem among impaired students. Our findings indicate that enlightening professionals about their representations enables them to be more effective in their educational practice. |
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| ISSN: | 1954-3077 |