 | Study programme 2024-2025 | Français | |
 | Approaches to Young Adults and Adults in Educational Contexts | ||
Programme component of Certificate of Teaching for Higher Education For holders of another teaching certificate (MONS) (adapted schedule) à l"Teacher Training School |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UF-C1-CAPPOR-019-M | Compulsory UE | DUROISIN Natacha | B101 - Service Education et Sciences de lapprentissage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 0 | 0 | 0 | 0 | 0 | 1.00 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| F-SFEN-009 | Approaches to Young Adults and Adults in Educational Contexts | 15 | 0 | 0 | 0 | 0 | Q1 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Promote student success particularly by taking into account the diversity of courses
- Build a relationship with the students suitable for learning
- Anchor the content and actions in professional reality targeted by the training
- Support students in their learning, both theoretically and practically, as well as in building their career plans
- Plan courses and design appropriate educational devices for adults
- Acquire and use learning evaluation tools for education delivered and be able to answer for their choices
- Maîtriser les savoirs disciplinaires et interdisciplinaires et s'impliquer dans leur construction
- Have a reflexive and interdisciplinary view of scientific knowledge and its teaching
- Update knowledge and practices
- Join in the quality of education management policy
Learning Outcomes of UE
The theoretical contents addressed in this AA will lead students to be able to:
- to define, from a psychological point of view, the profile of young adults and adults in training;
- take into account the psychological aspects of (young) adults to identify the specificities of adult education;
- identify training methods that are effective and timely in relation to the objectives set;
- to design appropriate teaching devices for adults;
- manage and evaluate adult education by mastering certain assessment tools;
- to act ethically and ethically, taking into account the reference texts relating to adult education ;
- distinguish homogeneous / heterogeneous groups and understand their impact on the class group ;
- distinguish collaborative learning from cooperative learning and understand the influences on classroom management ;
- identify issues related to group management and group dynamics ;
- target psychosocial phenomena through observation, understanding and studying group and individual behaviour ;
- to understand the issues uniting school life and crisis situations (health crisis, terrorist attacks, etc.) and how to act in order to preserve well-being in education ;
- react in an appropriate manner with the group - Reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts ;
- analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group, including interactions by technologies.
UE Content: description and pedagogical relevance
Young adults ; adults in training; teenager ; adult psychology; adult training; training methods; group management; weel being in education ; design of teaching devices; learning situations; learning modes; situated cognition, embodied cognition; training evaluation; assessment tools; educational and sociocultural approaches to adult learning; social and professional integration...
Prior Experience
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| F-SFEN-009 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| F-SFEN-009 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| F-SFEN-009 | Berthiaume, D. (2015). La pédagogie de l'enseignement supérieur : repères théoriques et applications pratiques (tomes 1 et 2), édition Peter Lang, Berne. Bourgeois E., Nizet J. (2005). Apprentissage et formation des adultes, Paris Puf. Boutinet, J. P. (2013). Psychologie de la vie adulte, Paris Puf. Danse C , Faulx D. (2015). Comment favoriser l'apprentissage des adultes, Bruxelles, De Boeck. Blakemore S. & Choudhury S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3/4), 296-312. Devernay, M. & Viaux-Savelon, S. (2014). Développement neuropsychique de l'adolescent : les étapes à connaître. Réalités pédiatriques, 187. 1-7. Charras, K. et al. (2012). L'enfance et l'adolescence in situ : facteurs environnementaux facilitateurs et inhibiteurs de troubles. Pratiques psychologiques, 18, 353-372. Vincenzo, C. (2001). Les jeunes adultes comme objet théorique. Recherches et Prévisions, 65, 5-18. Gaudet, S. (2007). L'émergence de l'âge adulte, une nouvelle étape du parcours de vie. Implications pour le développement de politiques. Gouvernement du Canada. Boutinet, J. (2004). Que savons-nous sur cet adulte qui part en formation ?. Savoirs, 4(1), 9-49. Roquet, P. (2009). L'émergence de l'accompagnement, Recherche et formation, 62, 13-24. Barbier J. & Wittorski, R. (2015). La formation des adultes, lieu de recompositions ?, Revue française de pédagogie, 190, 5-14. Mayen P. et Olry, P. (2012). Expérience du travail et développement pour de jeunes adultes en formation professionnelle, Recherche et formation, 70, 163-178. Faulx, D. & Danse, C. (2016). L'évaluation de la formation : comment la rendre utile pour les participants ? Constats et proposition de cinq stratégies d'évaluation partenariale. Evaluer. Journal international de Recherche en Education et Formation, 2(1), pp. 37-52. |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| F-SFEN-009 | Jarvis, P. (2004). Adult education and lifelong learning: theory and practice, Routledge, Cambridge Rogers, A. (2002) Teaching adults, Open University Press,London Tennant, M.(2005) Psychology and adult learning, Routledge, Cambridge Van de Velde, C. (2008), Devenir adulte : sociologie comparée de la jeunesse en Europe, P.U.F, Paris Brun P. (2017). Une approche de l'andragogie: Construction avec l'andragogue de l'interface d'enseignement de l'adulte apprenant, édition L'harmattan,Paris. |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| F-SFEN-009 | Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| F-SFEN-009 | Unauthorized |
Term 1 Assessment - type
| AA | Type(s) and mode(s) of Q1 assessment |
|---|---|
| F-SFEN-009 |
|
Term 1 Assessment - comments
| AA | Term 1 Assessment - comments |
|---|---|
| F-SFEN-009 | Individual reflective work to be submitted in writing, online, before the first day of the session. The expected work is structured in three parts: ▪ Part 1 on the match between the profiles of the participants ((neuro) cognitive, affective, experiential components ...), teacher profiler and the training created ▪ Part 2 presenting the training of 3 x 1 hour lessons ▪ Part 3 on the use of the methods seen in class and applications of these methods in the training offered in line with the characteristics of the target audience |
Resit Assessment - Term 1 (B1BA1) - type
| AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
|---|---|
| F-SFEN-009 |
|
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| F-SFEN-009 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| F-SFEN-009 | Individual reflective work to be submitted in writing, online, before the first day of the session. The expected work is structured in three parts: ▪ Part 1 on the match between the profiles of the participants ((neuro) cognitive, affective, experiential components ...), teacher profile and the lesson created ▪ Part 2 presenting the lessons ▪ Part 3 on the use of the methods seen in class and applications of these methods in the training offered in line with the characteristics of the target audience |