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| PEDA1155-1 | Process and devices of educative relation
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| Duration : | 15h Th, 15h Pr |
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| Number of credits : |
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| Lecturer : | Bernadette Mouvet |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| Teaching in the first semester, review in January |
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Course contents :
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| The course is interested in the relational dimension of the educative and formative functions, by focusing on the importance of the trainer's emotions and affects in his relations and practices with the persons in training.
It will include two mains sections. The first will consist of an attempt to define an educative relationship of quality, taking into account the trainer's emotions and affects and their impact on such quality; while the second will be devoted to identifying means and apparatuses at the trainers' disposal if they wish best to manage their emotions and affects in their dealings with the persons in training. |
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Learning outcomes of the course :
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| Define the conditions required by an educative relation of quality and place the trainer's emotions and affects amongst the emerging parameters;
Point to means and apparatuses favouring a good management by the trainers' of their own emotions and affects;
Question, qualify, of expand on the findings of the course in view of additional information (see "Assesment")
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Prerequisites and co-requisites/ Recommended optional programme components :
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| No one |
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Planned learning activities and teaching methods :
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| Lectures, discussions, seminars, collective and individual meetings with trainers, personal reading. |
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Mode of delivery (face-to-face ; distance-learning) :
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| Weekly course of 3 periods, argumented on theory-practice |
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Recommended or required readings :
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| Blanchard-Laville, C. (1998). L'apport du groupe d'inspiration Balint aux enseignants et aux formateurs d'enseignants - Travail psychique et professionnalité. In C. Blanchard-Laville, & D. Fablet, Analyser les pratiques professionnelles (pp.27-55). Paris : L'Harmattan.
Boutin, G. (2002). L'analyse réflexive et l'éducation : un état des lieux, perspectives nord-américaines. In C. Blanchard-Laville, & D. Fablet (coord.), Sources théoriques et techniques de l'analyse des pratiques professionnelles (pp. 109-129). Paris : L'Harmattan.
Damasio, A.R. (2003). Spinoza avait raison. Joie et tristesse, le cerveau des émotions. Paris : Odile Jacob.
Krauth-Gruber,S. (2009). La régulation des émotions. Revue électronique de Psychologie Sociale,4, 32-39. http://RePs.psychologie-sociale.org/
Luminet, O. (2008). Psychologie des émotions. Bruxelles : De Boeck Université.
Perrenoud, P. (1996). L'analyse collective des pratiques pédagogiques peut-elle transformer les praticiens ? In L'analyse des pratiques en vue du transfert des réussites (pp.17-34). Paris : Ministère de l'Education nationale, de l'enseignement et de la recherche.
Pianta, R.C., Hamre, B., & Stuhlman, M. (2003). Relationship between teachers and chidren. In W.M. Reynolds, & G.E. Miller, Handbook of Educational Psychology (chap. 10, pp. 199-234). Hoboken, NJ: John Wiley and sons.
Postic, M. (2001). La relation éducative. Paris : Presses Universitaires de France. |
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Assessment methods and criteria :
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| Students are expected to choose one among the two books listed below:
Latry, F. (2004). Les enseignants ont aussi des émotions. Paris : Economica-Anthropos.
Pennac, D. (2007). Chagrin d'école. Paris : Gallimard.
The (oral) examination will seek to circumscribe in what ways, for the student, reading the aforementioned book will have confirmed, qualified or contradicted the thoughts and reflections addressed during the course. |
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Work placement(s) :
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Organizational remarks :
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| The partipation at the course is important to the success of examination |
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Contacts :
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| B. Mouvet |
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