Study programme 2019-2020Français
Approaches to Young Adults and Adults in Educational Contexts
Programme component of Graduate Certificate in Higher Education Pedagogy à la Faculty of Psychology and Education

Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3

CodeTypeHead of UE Department’s
contact details
Teacher(s)
UP-U1-PEDENS-008-MCompulsory UEDUROISIN NatachaP316 - Méthodologie et formation
  • DUROISIN Natacha

Language
of instruction
Language
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français30000022.001st term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SEDO-219School Life and Group Management150000Q1
P-SEDO-215Approaches to Young Adults and Adults in Educational Contexts150000Q1
Programme component

Objectives of Programme's Learning Outcomes

  • Work in multidisciplinary teams by sharing collective responsibility for training
  • 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
  • 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 plan a course, 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.

Content of UE

Young adults ; adults in training; adult psychology; adult training; training methods; course planning; design of teaching devices; training management; evaluation of the training; evaluation tools.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

  • Presentation and/or works

Q1 UE Assessment Comments

Not applicable.

Type of Assessment for UE in Q3

  • Presentation and/or works

Q3 UE Assessment Comments

Not applicable.

Type of Resit Assessment for UE in Q1 (BAB1)

  • N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable.

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
P-SEDO-219
  • Cours magistraux
  • Conférences
P-SEDO-215
  • Cours magistraux
  • Conférences

Mode of delivery

AAMode of delivery
P-SEDO-219
  • Mixed
P-SEDO-215
  • Face to face

Required Reading

AA
P-SEDO-219
P-SEDO-215

Required Learning Resources/Tools

AARequired Learning Resources/Tools
P-SEDO-219Not applicable
P-SEDO-215Bourgeois E. ; Nizet J.,(2005), Apprentissage et formation des adultes, Paris Puf   Boutinet, J. P (2013) Psychologie de la vie adulte,Paris Puf

Recommended Reading

AA
P-SEDO-219
P-SEDO-215

Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SEDO-219Not applicable
P-SEDO-215Jarvis,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

Other Recommended Reading

AAOther Recommended Reading
P-SEDO-219Vitali, C. (2015). Nouveaux enjeux pour La vie scolaire. Hachette Éducation.
Gasparini, R. (2013). Un contexte tendu autour des questions de discipline. Dans : , R. Gasparini, La discipline au collège: Une analyse sociologique de la note de vie scolaire(pp. 15-26). Paris cedex 14, France: Presses Universitaires de France.
Gasparini, R. (2013). La discipline au collège: Une analyse sociologique de la note de vie scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.gaspa.2013.01.
Perrenoud, P. (2000). Métier d'élève et sens du travail scolaire. Issy-les-Moulineaux : ESF.
Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ?
Issy-les-Moulineaux : ESF, 221 p.
de Saint Martin, C. (2012). Nommer les violences scolaires. Des incivilités au harcèlement scolaire. La lettre de l'enfance et de l'adolescence, 87(1), 119-126. doi:10.3917/lett.087.0119.
Guillotte, A. (1999). Violence et Éducation: Incidents, incivilités et autorité dans le contexte scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.guill.1999.01.Not applicable
P-SEDO-215Not applicable
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de génération : 13/07/2020
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