Du côté des revues

Du côté des revues

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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Autore principale: Poucet, Bruno
Natura: Article ou chapitre numérique
Lingua:Français
Pubblicazione: 2025
Accesso online:Accès Université d'Orléans et IFPM
Accès Université d'Orléans et IFPM
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spelling cairn-CDLE_059_0273CDLECarrefours de l'éducation https://shs.cairn.info/revue-carrefours-de-leducation-2025-1-page-273?lang=fr https://doi.org/10.3917/cdle.059.0273 Du côté des revues Poucet, Bruno2025 fre Carrefours de l'éducation | 59 | 1 | 2025-06-05 | p. 273-273 | 1262-3490 CDLE_05972 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 free access
language Français
format Article ou chapitre numérique
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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 Poucet, Bruno
spellingShingle Poucet, Bruno
Du côté des revues
author_facet Poucet, Bruno
author_sort Poucet, Bruno
title Du côté des revues
title_short Du côté des revues
title_full Du côté des revues
title_fullStr Du côté des revues
title_full_unstemmed Du côté des revues
title_sort du côté des revues
publishDate 2025
container_title
container_issue
url https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-carrefours-de-leducation-2025-1-page-273?lang=fr
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/cdle.059.0273
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