La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ?
In the educational sciences faculty at the Saint Joseph University of Beirut (USJ), a support programme based on emotions with positive valence was delivered to eight educators who were opposed to their teaching being regulated following a student evaluation (EEE). The approach implemented enabled s...
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| Format: | Article ou chapitre numérique |
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2025
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| Online adgang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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cairn-CDLE_059_0177CDLECarrefours de l'éducation https://shs.cairn.info/revue-carrefours-de-leducation-2025-1-page-177?lang=fr https://doi.org/10.3917/cdle.059.0177 La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? Jacq, Guillaume2025 fre Carrefours de l'éducation | 59 | 1 | 2025-06-05 | p. 177-193 | 1262-3490 CDLE_05953 In the educational sciences faculty at the Saint Joseph University of Beirut (USJ), a support programme based on emotions with positive valence was delivered to eight educators who were opposed to their teaching being regulated following a student evaluation (EEE). The approach implemented enabled some of them to soften their position so as to see the formative aspect of the EEE, while others continued to oppose the regulation. The article questions the role played by emotions in teacher support, encouraging educators to soften their resistance, after providing reassurance. Based on a comprehensive exploratory approach, this study is part of a qualitative approach with a view to understanding the change initiated with respect to the EEE, following a support programme focusing on emotions.À la Faculté des sciences de l’éducation de l’Université Saint-Joseph de Beyrouth (USJ), un accompagnement basé sur les émotions à valence positive a été assuré à huit enseignants résistants à la régulation de leur enseignement suite à l’Évaluation de leur enseignement par les étudiants (EEE). La démarche mise en place a permis à certains d’entre eux d’assouplir leur position afin de percevoir la dimension formative de l’EEE alors que d’autres y ont maintenu leur opposition. L’article questionne le rôle des émotions dans l’accompagnement des enseignants, les incitant à atténuer leur résistance, une fois rassurés. Fondée sur un devis exploratoire à visée compréhensive, la présente étude s’inscrit dans une approche qualitative en vue de comprendre l’amorce du changement entrepris vis-à-vis de l’EEE, suite à un accompagnement basé sur les émotions.Cairn restricted access |
| language |
Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
In the educational sciences faculty at the Saint Joseph University of Beirut (USJ), a support programme based on emotions with positive valence was delivered to eight educators who were opposed to their teaching being regulated following a student evaluation (EEE). The approach implemented enabled some of them to soften their position so as to see the formative aspect of the EEE, while others continued to oppose the regulation. The article questions the role played by emotions in teacher support, encouraging educators to soften their resistance, after providing reassurance. Based on a comprehensive exploratory approach, this study is part of a qualitative approach with a view to understanding the change initiated with respect to the EEE, following a support programme focusing on emotions. |
| author |
Jacq, Guillaume |
| spellingShingle |
Jacq, Guillaume La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| author_facet |
Jacq, Guillaume |
| author_sort |
Jacq, Guillaume |
| title |
La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| title_short |
La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| title_full |
La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| title_fullStr |
La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| title_full_unstemmed |
La bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| title_sort |
la bivalence au lycée professionnel, le stigmate des professeurs de lettres-histoire ? |
| publishDate |
2025 |
| container_title |
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| container_issue |
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| url |
https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-carrefours-de-leducation-2025-1-page-177?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/cdle.059.0177 |
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