Study programme 2020-2021 | Français | ||
Approaches to Young Adults and Adults in Educational Contexts | |||
Programme component of Certificate of Teaching for Higher Education (Psychology an Education) For holders of another teaching certificate à la Faculty of Psychology and Education |
Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what special Covid-19 assessment methods are possibly planned for the end of Q3 |
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Code | Type | Head of UE | Department’s contact details | Teacher(s) |
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UP-C1-CAPPOR-003-M | Compulsory UE | DUROISIN Natacha | P316 - Méthodologie et formation |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
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| Français | 15 | 0 | 0 | 0 | 0 | 0 | 1.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
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P-SEDO-215 | Approaches to Young Adults and Adults in Educational Contexts | 15 | 0 | 0 | 0 | 0 | Q1 | 100.00% |
Programme component |
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Objectives of Programme's Learning Outcomes
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 ;
- 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.
Content of UE
Young adults ; adults in training; teenager ; adult psychology; adult training; training methods; group management; lesson planning; 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 Assessment for UE in Q1
Q1 UE Assessment Comments
Written test for the AA "School life and group management"
Reflective written work for the AA "Approach of young adults and adults in an educational context"
Type of Assessment for UE in Q3
Q3 UE Assessment Comments
Written test for the AA "School life and group management"
Reflective written work for the AA "Approach of young adults and adults in an educational context"
Type of Resit Assessment for UE in Q1 (BAB1)
Q1 UE Resit Assessment Comments (BAB1)
Not applicable.
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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P-SEDO-215 |
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Mode of delivery
AA | Mode of delivery |
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P-SEDO-215 |
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Required Reading
AA | |
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P-SEDO-215 |
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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P-SEDO-215 | 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 Reading
AA | |
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P-SEDO-215 |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
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P-SEDO-215 | 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 |
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P-SEDO-215 | Not applicable |
Grade Deferrals of AAs from one year to the next
AA | Grade Deferrals of AAs from one year to the next |
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P-SEDO-215 | Authorized |