Line Fischer

Crossing the field of education with that of psychology, reconciling “reason” and emotions, weaving links between these supposed opposites and putting them at the service of each other - this is what I'm trying to contribute to.

• With a degree in clinical child and adolescent psychology from UCL, I've always been interested in putting clinical psychology to work in education. Already during my Master's internship in Montreal, I experienced a preventive approach to psychosocial and educational actions, that of peer mediation and NVC.
• Since 2016, I have been working for the DET. For 6 years, I worked part-time as an assistant in initial training. Within this training, I was mainly involved in practical exercises linked to theoretical courses (problem-based learning sessions, seminar on collaborative learning...) as well as various themes such as educational relationships and the psychology of the adolescent in a school situation. We have set up an “emotional skills workshop” for agrégation students. The idea came about as a result of a number of observations made by trainers and students who felt that they were ill-equipped to deal with classroom management, relationships with pupils/colleagues/parents, and pupil (dis)motivation... The aim of this module is to introduce (future) teachers to the theories needed to understand emotional processes and their role in learning, as well as proposing a range of practical exercises to help them tame the emotional dimension for themselves and then for their pupils.
• During the 2017-2018 academic year, I completed this first part-time position with a mandate as an assistant to the University Pedagogy Service. For 6 years, I provided individual and group support to students with learning difficulties and doubts about the effectiveness of their teaching methods. Right from the start of this assignment, I was particularly interested in the emotional difficulties that arise in learning.
• My doctoral thesis, to be defended in June 2022, focuses on the theme of emotional regulation in university learning (how and why do students regulate the academic emotions they feel when preparing for their first university exams?) My research questions stem from my field experience as a methodological coach and clinical psychologist.
• From September 2023, I will be a lecturer in initial teacher training and will be teaching various courses with my colleagues at the FASEF, notably as part of the RFIE.