Apports de l’apprentissage/enseignement contextualisés authentiques : perceptions des étudiants au cycle Diplôme Universitaire Technologique

 
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2016 (EN)
Apports de l’apprentissage/enseignement contextualisés authentiques : perceptions des étudiants au cycle Diplôme Universitaire Technologique (EN)

ELMECHRAFI, NADIA; University of Patras
CHIADLI, ABDELLATIF; Mohammed V University, Morocco

The movements for reform require a pedagogical approach which favour the contextualization of skills and the development of  competences which could potentially be used in various contexts. This article presents some of the results of the questionnaires administered to three technical streams of study. It has a double objective : the replies, treated separately, would attempt to reveal the tendency of the resulting scores compared to the contributions of the Situational Pedagogical Model. These results compared to the content of the open question, would then determine and control to what extent these perceptions strengthen, complement or contradict each other. (EN)

Situational Pedagogy, skills in professional communication, professional didactics (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

English

2016-07-01


University of Patras (EN)

Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 2 (2016) - Colloque SIEST Méditerranée, Marseille 2016 (EL)
Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 2 (2016) - Colloque SIEST Méditerranée, Marseille 2016 (EN)

The content of the Journal is licensed under the Creative Commons Attribution 3.0 Unported license (http://creativecommons.org/licenses/by/3.0/).



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