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Durler, H., & Girinshuti, C. (2024). (Un)supervised autonomy. Getting pupils to “take responsibility” for their learning. In J. Hangartner, H. Durler, R. Fankhauser & C. Girinshuti (Eds.), The Fabrication of the Autonomous Learner Ethnographies of Educational Practices in Switzerland, France and Germany (pp. 107-124). London, Great Britain: Routledge. Retrieved from http://hdl.handle.net/20.500.12162/6994
Hangartner, J., Durler, H., Fankhauser, R., & Girinshuti, C. (2024). Introduction: The fabrication of the autonomous learner. In J. Hangartner, H. Durler, R. Fankhauser & C. Girinshuti (Eds.), The Fabrication of the Autonomous Learner Ethnographies of Educational Practices in Switzerland, France and Germany (pp. 1-22). London, Great Britain: Routledge. Retrieved from http://hdl.handle.net/20.500.12162/6993
Hangartner, J., Durler, H., Fankhauser, R., & Girinshuti, C. (Eds.). (2024). The Fabrication of the Autonomous Learner. Ethnographies of Educational Practices in Switzerland, France and Germany. London, Great Britain: Routledge. Retrieved from http://hdl.handle.net/20.500.12162/6992
Crausaz, M. (2023, mai). Pile ou face ? Ma place et ta place La collaboration entre milieux scolaire et universitaire sous l'angle de l'analyse interactionnelle. Communication présentée à Colloque de l'équipe de recherche FRQSC - partenariat recherche-pratique en éducation, Chicoutimi (Québec), Canada.
Crausaz, M. (2023, mai). Collaborer, coordonner ou coopérer ? Regard sur un partenariat possible entre milieux scolaire et académique. Communication présentée à 10ième colloque international en éducation du CRIFPE, Montréal, Canada.
Bovey, L. (2023). Entrée à l'école des inégalités : quand la précarité scolaire redouble la précarité sociale. Revue [petite] enfance, 140, 63-72. http://hdl.handle.net/20.500.12162/6501
Bovey, L. (2023). Inside the “cocoon" of special education classes. When autonomy serves as a gold standard for reorienting pupils. In J. Hangartner, H. Durler, R. Frankhauer & C. Girinshuti (Eds.), The fabrication of the autonomous learner. Ethnographies of Educational Practices in Switzerland, France and Germany (pp. 177-191). London, Great Britain: Routledge. Retrieved from http://hdl.handle.net/20.500.12162/6982
Zinguinian, M., Gilles, J.-L., Chajaï, S., Laflotte, L., & Zbaeren, Y. (2023). Teacher training internship practices at the University of Teacher Education in the canton of Vaud in Switzerland: a case study. In G..S. Prakasha & A. Kenneth (Eds.), Teacher Education: An Analytical Approach to Internship Practices Around the World (pp. 98-116). London, United Kingdom: Routledge India. Retrieved from http://hdl.handle.net/20.500.12162/6921
Loi Zedda, M., Thibodeau, S., Frenette, E., & Forget, P. (in press). Self-efficacity related to work and transformative leadership of school Principals as explanatory factors for dispositional resistance to change. Revue canadienne en administration et politique de l’éducation / Canadian Journal of Educational Administration and Policy.
Losego, P., et Durler, H. (Eds.). (2023). Former contre les inégalités. Pratiques et recommandations pour la formation des enseignant·e·s. Neuchâtel, Suisse: Alphil. http://hdl.handle.net/20.500.12162/6914

UER Acteurs, Gestions, Identités, Relations, Systèmes (AGIRS) Dernières références

UER Acteurs, Gestions, Identités, Relations, Systèmes (AGIRS)
Dernières références