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Theses

Contribution à l'étude des pratiques instrumentées des formateurs d'adultes : le cas du Diplôme Initial de Langue Française (DILF)

Abstract : From the early 2000s, French governments have undertaken a series of reforms to the institutional framework for the training of migrants, including particularly the creation of the DILF (Initial Diploma in French Language) and various indications for the use of Information and Communication technology (ICT). In this thesis, the impact of these reforms on educators practices was questioned, using activity theories and especially the theory of expansive learning (Engeström, 1987). These reforms have altered the object of migrants training activities : as Engeström defined the theory, there should be an expansive transformation of the entire system of activity. Instead of that result, the analysis tends to show that the object alteration refers to a restrictive transformation.
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  • HAL Id : tel-01401880, version 2

Citation

Aurélie Beauné. Contribution à l'étude des pratiques instrumentées des formateurs d'adultes : le cas du Diplôme Initial de Langue Française (DILF). Education. Université Sorbonne Paris Cité, 2015. Français. ⟨NNT : 2015USPCB176⟩. ⟨tel-01401880v2⟩

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