Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS
Apprenticeship has expanded steadily over the past few years in France, including university in highly selective programs. Starting with a comparative situation in which the same course entitled « Organization and Communication» has been given to students in initial training and in apprenticeship, w...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2022-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/4372 |
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| _version_ | 1841546601675358208 |
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| author | Marie Carcassonne Laurence Servel |
| author_facet | Marie Carcassonne Laurence Servel |
| author_sort | Marie Carcassonne |
| collection | DOAJ |
| description | Apprenticeship has expanded steadily over the past few years in France, including university in highly selective programs. Starting with a comparative situation in which the same course entitled « Organization and Communication» has been given to students in initial training and in apprenticeship, we analyse why this course was received differently by students. The latter were enrolled in the first year of the Master Miage (Computer Methods Applied to Business Management) in a Parisian university. Firstly, we explore the framework in which this course is delivered. We show how the Miage apprenticeship training takes place in a particular context that greatly values the professionalization of students. Secondly, we present the socio-demographic specificities of this Miage apprenticeship population compared to the initial training one. A statistical analysis demonstrates that the apprentices are over-selected and represent a group endowed with a stronger academic background. Finally, taking into account these contextual elements and the specific features of this population, we highlight the fact that this group is facing temporal conflicts that lead teachers to modify their pedagogical practices and to adopt the role of tutors. This means to adapt the time required to present theoretical knowledge and it poses the significant issue of its assimilation. |
| format | Article |
| id | doaj-art-b35b5b56a2404611a9fae1eec692b4ad |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2022-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-b35b5b56a2404611a9fae1eec692b4ad2025-01-10T16:18:35ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272022-12-013810.4000/ripes.4372Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHSMarie CarcassonneLaurence ServelApprenticeship has expanded steadily over the past few years in France, including university in highly selective programs. Starting with a comparative situation in which the same course entitled « Organization and Communication» has been given to students in initial training and in apprenticeship, we analyse why this course was received differently by students. The latter were enrolled in the first year of the Master Miage (Computer Methods Applied to Business Management) in a Parisian university. Firstly, we explore the framework in which this course is delivered. We show how the Miage apprenticeship training takes place in a particular context that greatly values the professionalization of students. Secondly, we present the socio-demographic specificities of this Miage apprenticeship population compared to the initial training one. A statistical analysis demonstrates that the apprentices are over-selected and represent a group endowed with a stronger academic background. Finally, taking into account these contextual elements and the specific features of this population, we highlight the fact that this group is facing temporal conflicts that lead teachers to modify their pedagogical practices and to adopt the role of tutors. This means to adapt the time required to present theoretical knowledge and it poses the significant issue of its assimilation.https://journals.openedition.org/ripes/4372enseignement supérieurformation en apprentissagepratiques pédagogiquesétayagetemporalités |
| spellingShingle | Marie Carcassonne Laurence Servel Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS Revue Internationale de Pédagogie de l’Enseignement Supérieur enseignement supérieur formation en apprentissage pratiques pédagogiques étayage temporalités |
| title | Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS |
| title_full | Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS |
| title_fullStr | Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS |
| title_full_unstemmed | Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS |
| title_short | Approche socio-historique de la filière Miage et effets de l’alternance sur l’enseignement des SHS |
| title_sort | approche socio historique de la filiere miage et effets de l alternance sur l enseignement des shs |
| topic | enseignement supérieur formation en apprentissage pratiques pédagogiques étayage temporalités |
| url | https://journals.openedition.org/ripes/4372 |
| work_keys_str_mv | AT mariecarcassonne approchesociohistoriquedelafilieremiageeteffetsdelalternancesurlenseignementdesshs AT laurenceservel approchesociohistoriquedelafilieremiageeteffetsdelalternancesurlenseignementdesshs |