LEADER 00887nam 2200253la 450 001 9910482732903321 005 20221107215255.0 035 $a(UK-CbPIL)2090310562 035 $a(CKB)5500000000093845 035 $a(EXLCZ)995500000000093845 100 $a20210618d1562 uy | 101 0 $alat 135 $aurcn||||a|bb| 200 10$aCommentarivs in Epistolam Pauli ad Romanos, scriptvs a Nicolao Hemmingio$b[electronic resource] 210 $aLeipzig $cErnst Vögelin$d1562 215 $aOnline resource ([264] bl.) 300 $aReproduction of original in Det Kongelige Bibliotek / The Royal Library (Copenhagen). 700 $aHemmingsen$b Niels$f1513-1600.$0850928 801 0$bUk-CbPIL 801 1$bUk-CbPIL 906 $aBOOK 912 $a9910482732903321 996 $aCommentarivs in Epistolam Pauli ad Romanos, scriptvs a Nicolao Hemmingio$91944593 997 $aUNINA LEADER 03464nam 2200349 n 450 001 9910420459703321 005 20230219120039.0 035 $a(CKB)5310000000017012 035 $a(NjHacI)995310000000017012 035 $a(EXLCZ)995310000000017012 100 $a20230219d2016 uy 0 101 0 $afre 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIls aiment pas le francI?§ais $eLe rapport au franc?ais de futurs enseignants du primaire de la PHBern dans leurs re?cits de formation et de mobilite? /$fJe?sabel Robin 210 1$aBern :$cPeter Lang LTD International Academic Publishers,$d2016. 215 $a1 online resource (xiv, 583 pages) 311 $a3-0352-0323-7 330 $aA? travers ses expe?riences d'enseignante de franc?ais a? la Haute E?cole Pe?dagogique de Berne (PHBern), l'auteure constate que de nombreux e?tudiants, futurs enseignants du primaire, pre?sentent des re?sistances a? l'encontre de cette langue qu'ils vont pourtant devoir enseigner. S'inscrivant dans le champ de la didactique des langues et des cultures et adoptant une approche socio-anthropologique, la chercheuse s'inte?resse aux raisons de ce rapport au franc?ais des e?tudiants en formation initiale. Gra?ce a? l'analyse qualitative de leurs re?cits d'expe?riences, elle parvient a? identifier un e?ventail de repre?sentations du franc?ais et a? en repe?rer les lieux-pivots. En outre, son analyse des strate?gies individuelles et collectives e?labore?es par ces futurs enseignants pour tenter de ge?rer les tensions lie?es au caracte?re contraint de l'enseignement/apprentissage de la langue donne finalement a? voir les " interstices institutionnels " qui permettent aux divers acteurs de l'institution de s'accommoder ou de contourner la situation. Les re?sultats de sa recherche l'incitent a? souligner la ne?cessite? de penser, voire de repenser, les articulations institutionnelles et a? proposer des pistes didactiques. 330 $aJe?sabel Robin has been a lecturer in French for future primary-school teachers at the German-speaking Pa?dagogische Hochschule Bern (PH IVP) since 2007. She felt that most of her students were reluctant to their professional training in French, yet it is one of the subjects they are training to teach. Her research in language and culture pedagogy adopts social anthropological approaches with a view to study the attitude of the PH IVP students towards French. From mobility mapping to comprehensive interviews in self confrontation, she analyses diverse self-narratives and reveals a wide range of individual and collective representations of and about French. She also focuses on the pivotal effect of institutional experiences such as practical training in teaching French and mobility. These constraints trigger tensions between institutional thinking and individual experiences regarding French but also reveal gaps (so-called « interstices institutionnels ») within the institution itself. The author eventually suggests redesigning a few curricular aspects. 606 $aEducation$xStudy and teaching 615 0$aEducation$xStudy and teaching. 676 $a370.71 700 $aRobin$b Je?sabel$01278847 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910420459703321 996 $aIls aiment pas le francI?§ais$93014015 997 $aUNINA