Certificate of Teaching for Higher Education (Languages, Literature and Translation) For holders of another teaching certificate

		Study programme 2021-2022	Français
		Approaches to Young Adults and Adults in Educational Context
		Programme component of Certificate of Teaching for Higher Education (Languages, Literature and Translation) For holders of another teaching certificate à la Faculty of Translation and Interpretation - School of International Interpreters

Code	Type	Head of UE	Department’s contact details	Teacher(s)
UT-C1-CAPPOR-003-M	Compulsory UE	LAMBOTTE Xavier		DUROISIN Natacha

Language of instruction	Language of assessment	HT(*)	HTPE(*)	HTPS(*)	HR(*)	HD(*)	Credits	Weighting	Term
Français	Français	15	0	0	0	0	0		1st term

AA Code	Teaching Activity (AA)	HT(*)	HTPE(*)	HTPS(*)	HR(*)	HD(*)	Term	Weighting
P-SEDO-215	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
Deal with the duties and ethical dilemmas of the profession
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
Master the disciplinary and interdisciplinary knowledge and be involved in their construction.
Maintain a critical and autonomous relationship with the knowledge related to their discipline and research in education
Have a reflexive and interdisciplinary view of scientific knowledge and its teaching
Update knowledge and practices
Join in the quality of education management policy
Be an active partner in the organisation and development of the institution
Promote student success particularly by taking into account the diversity of courses
Deal with the duties and ethical dilemmas of the profession
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
Master the disciplinary and interdisciplinary knowledge and be involved in their construction.
Maintain a critical and autonomous relationship with the knowledge related to their discipline and research in education
Have a reflexive and interdisciplinary view of scientific knowledge and its teaching
Update knowledge and practices
Join in the quality of education management policy
Be an active partner in the organisation and development of the institution

Learning Outcomes of UE

At the end of this course, the students will be able to -Identify the intellectual, affective, institutional, cultural, technological, experience-based and socio-economical variables which have an effect on the behavior and theoretical apprenticeships and practical instructions of their students to control their processus of teaching and supporting their students

Content of UE

Late adolescence; young adulthood; organizational behavior/culture; socio- cultural approach of adult learning; style of teaching/ learning; professional /social integration,; reflexive consideration and boost of the training path

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)

Presentation and/or works

Q1 UE Resit Assessment Comments (BAB1)

Not applicable

Type of Teaching Activity/Activities

AA	Type of Teaching Activity/Activities
P-SEDO-215	Cours magistraux Conférences

Mode of delivery

AA	Mode of delivery
P-SEDO-215	Mixed

Required Reading

AA
P-SEDO-215

Required Learning Resources/Tools

AA	Required Learning Resources/Tools
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.

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.