At the end of the course, students will be able to identify the relational and emotional factors at play in a learning situation from both the student's and the teacher's point of view. They will have questioned their teaching posture with regard to this facet of their profession and will have integrated it into their professional project.
To consider the dynamics of learning in a relational context
Explain the links between learning and emotions and their implications for the teaching profession
Identify theoretical frameworks specific to the relational and emotional dimensions of the profession
Questioning the teaching posture with regard to the relational aspects of the teaching profession
The course is made up of 4 sessions of 2? hours of lessons and 5 hours of exercises. It will alternate :
theoretical contributions on the pedagogical relationship and emotional skills
critical reflections to help students assimilate the theoretical content
analysis of teaching situations to raise awareness of professional postures
practical exercises in the form of role-playing and field observations
Each student will be invited to observe experiments in the field. In particular, placement situations will be used to carry out these observations. These observations are an integral part of the course and will be debriefed.
The teaching method is resolutely interactive. It will alternate between theoretical contributions designed to clarify the fundamental concepts, situational analyses, role-playing exercises and personal presentations and/or presentations in pairs.
Individual written work based on the gradual completion of a training diary marked out by questions.