Meirieu, P., et Borst, G. (2024). Pédagogie et neurosciences. Du dialogue impossible à la complémentarité . Lyon : Chronique Sociale, 96 p.
Using a mixed methodology, the authors examine the role of school experience in adult learning. They focus on breton training courses, which have the particularity of bringing together learners with diverse educational backgrounds: high-level graduates – over-represented – rub shoulders with trainee...
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| Format: | Article ou chapitre numérique |
| Sprache: | Français |
| Veröffentlicht: |
2025
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| Online Zugang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Zusammenfassung: | Using a mixed methodology, the authors examine the role of school experience in adult learning. They focus on breton training courses, which have the particularity of bringing together learners with diverse educational backgrounds: high-level graduates – over-represented – rub shoulders with trainees whose schooling did not go beyond the baccalaureate. Statistical analyses reveal the influence of the level of study on the results achieved in the Breton language proficiency diploma. Comprehensive interviews shed further light on this dependence, highlighting the predominant role played by the trainee's relationship with learning, and his or her ability to take responsibility for his or her own learning path. |
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