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L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante.

Abstract : Many trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy.
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Submitted on : Tuesday, August 25, 2020 - 10:31:09 AM
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  • HAL Id : tel-02921406, version 1

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Roland Durand-Paute. L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante.. Education. Université Paul Valéry - Montpellier III, 2019. Français. ⟨NNT : 2019MON30028⟩. ⟨tel-02921406⟩

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