{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":29,"n_cols":5,"rows_kept":29,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[4,2,4,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[10,2,10,3],[12,2,12,3],[12,4,12,5],[13,2,13,3],[13,4,13,5],[14,2,14,3],[14,4,14,5],[15,2,15,3],[16,2,16,3],[18,2,18,3],[19,2,19,3],[20,2,20,3],[22,2,22,3],[23,2,23,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA990009965160403321"]
[null,null,"Titolo",null,"I veneti dai bei cavalli / a cura di Luigi Malnati e Mariolina Gamba"]
[null,null,"Pubbl/distr/stampa",null,"Treviso : Canova"]
[{"$nulls":4},"Venezia : Soprintendenza per i beni archeologici del Veneto : Regione del Veneto, ©2003"]
[null,null,"ISBN",null,"88-8409-071-7"]
[null,null,"Descrizione fisica",null,"111 p. : ill. ; 29 cm"]
[null,null,"Disciplina",null,"937.3"]
[null,null,"Locazione",null,"FLFBC"]
[null,null,"Collocazione",null,"937.3 MAL 1"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910765742403321"]
[null,null,"Autore",null,"Robin Jésabel"]
[null,null,"Titolo",null,"\"Ils aiment pas le français\" : le rapport au français de futurs enseignants du primaire de la PHBern dans leurs récits de formation et de mobilité / / Jésabel Robin"]
[null,null,"Pubbl/distr/stampa",null,"Bern, Switzerland : , : Peter Lang, , 2015"]
[null,null,"ISBN",null,"9783035203233"]
[{"$nulls":4},"9783034320344"]
[null,null,"Descrizione fisica",null,"1 online resource (xiv, 583 pages) : digital, PDF file(s)"]
[null,null,"Collana",null,"Transversales ; ; Volume 42"]
[null,null,"Soggetti",null,"Teachers - Training of - Switzerland"]
[{"$nulls":4},"Education - Study and teaching - Switzerland"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,null,"Sommario/riassunto","Jésabel Robin has been a lecturer in French for future primary-school teachers at the German-speaking Pädagogische Hochschule Bern (PH IVP) since 2007. She felt that most of her students were reluctant to their professional training in French, yet it is one of the subjects they are training to teach. Her research in language and culture pedagogy adopts social anthropological approaches with a view to study the attitude of the PH IVP students towards French. From mobility mapping to comprehensive interviews in self confrontation, she analyses diverse self-narratives and reveals a wide range of individual and collective representations of and about French. She also focuses on the pivotal effect of institutional experiences such as practical training in teaching French and mobility. These constraints trigger tensions between institutional thinking and individual experiences regarding French but also reveal gaps (so-called “interstices institutionnels”) within the institution itself. The author eventually suggests redesigning a few curricular aspects."]
[{"$nulls":4},"À travers ses expériences d’enseignante de français à la Haute École Pédagogique de Berne (PHBern), l’auteure constate que de nombreux étudiants, futurs enseignants du primaire, présentent des résistances à 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’"]
[{"$nulls":4},"intéresse aux raisons de ce rapport au français des étudiants en formation initiale. Grâce à l’analyse qualitative de leurs récits d’expériences, elle parvient à identifier un éventail de représentations du français et à en repérer les lieux-pivots. En outre, son analyse des stratégies individuelles et collectives élaborées par ces futurs enseignants pour tenter de gérer les tensions liées au caractère contraint de l’enseignement/apprentissage de la langue donne finalement à voir les « interstices institutionnels » qui permettent aux divers acteurs de l’institution de s’accommoder ou de contourner la situation. Les résultats de sa recherche l’incitent à souligner la nécessité de penser, voire de repenser, les articulations institutionnelles et à proposer des pistes didactiques."]