{"id":105,"date":"2024-08-08T11:50:30","date_gmt":"2024-08-08T09:50:30","guid":{"rendered":"https:\/\/travailetapprentissages.fr\/?page_id=105"},"modified":"2026-02-22T15:39:35","modified_gmt":"2026-02-22T14:39:35","slug":"numeros-parus","status":"publish","type":"page","link":"https:\/\/travailetapprentissages.fr\/?page_id=105","title":{"rendered":"Num\u00e9ros parus"},"content":{"rendered":"\n
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N\u00b0 29 Varia <\/strong>(2025)<\/a><\/p>\n<\/div><\/div>\n\n\n\n

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N\u00b028 \u00c9laborer une structure conceptuelle en didactique professionnelle : fondements, d\u00e9marches m\u00e9thodologiques et perspectives<\/a><\/p>\n<\/div><\/div>\n\n\n\n

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N\u00b0 27. Varia (2024)<\/a><\/strong><\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b026. Quelle \u00e9valuation pour les \u00ab \u00e9ducations \u00e0 \u00bb ? Cadres, enjeux, pistes et limites<\/a> <\/strong>(2023)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b025. Didactiques pour la formation professionnelle<\/a><\/strong> (2023)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b024. Varia<\/a><\/strong> (2022)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b023. Environnement capacitant : regard pluriel<\/a> <\/strong>(2022)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b022. Former et d\u00e9velopper l\u2019intelligence professionnelle<\/a><\/strong> (2021)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b021. Ce que l\u2019analyse du travail fait au travail : celui des intervenants et celui de leurs interlocuteurs<\/a> <\/strong>(2020)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b020. Varia<\/a><\/strong> (2020)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b019. M\u00e9tier(s) du travail social en analyse(s)<\/a><\/strong> (2017)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b018. Varia<\/a><\/strong> (2016)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b017. Le formateur face \u00e0 l’activit\u00e9 et son analyse : enjeux, \u00e9cueils et perspectives<\/a> <\/strong>(2016)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b016. Travail, \u00e9ducation et mouvements sociaux au Br\u00e9sil<\/a> <\/strong>(2015)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b015. Varia<\/a><\/strong> (2015)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b014. La place des contenus dans l’activit\u00e9 d’accompagnement en situations d’apprentissages<\/a><\/strong> (2014)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b013. Perspectives en didactique professionnelle<\/a> <\/strong>(2014)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b012. Exp\u00e9rience, apprentissage et processus d\u2019\u00e9mancipation<\/a><\/strong> (2013)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b011. La relation dans le travail et la formation : objet d\u2019analyse et d\u2019apprentissages<\/a><\/strong> (2013)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b010. La Didactique professionnelle en formation \u00e0 l\u2019enseignement : d\u00e9fis et perspectives<\/a><\/strong> (2012)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b09. Enjeux, formes et r\u00f4les des processus collaboratifs entre chercheurs et professionnels de la formation : pour quelle efficacit\u00e9 ?<\/a><\/strong> (2012)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b08. Le transfert des apprentissages en milieu organisationnel : r\u00e9flexions, perspectives et nouvelle taxonomie<\/a><\/strong> (2011)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b07. Activit\u00e9, Exp\u00e9rience, Incorporation<\/a><\/strong> (2011)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b06. Exp\u00e9rience, apprentissages et formation<\/a><\/strong> (2010)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b05. Hommage \u00e0 Alain Savoyant<\/a><\/strong> (2010)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b04. Varia<\/strong><\/a> (2009)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b03. Recherches sur les processus de professionnalisation d\u2019\u00e9tudiants<\/a><\/strong> (2009)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b02. Apprendre pour (et \u00e0) capitaliser des connaissances : une \u00e9tude de cas<\/a><\/strong> (2008)<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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N\u00b01. La Didactique professionnelle : origines, fondements, perspectives<\/a><\/strong> (2008)<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n
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N\u00b0 29 Varia (2025) N\u00b028 \u00c9laborer une structure conceptuelle en didactique professionnelle : fondements, d\u00e9marches m\u00e9thodologiques et perspectives<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-105","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/pages\/105","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=105"}],"version-history":[{"count":69,"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/pages\/105\/revisions"}],"predecessor-version":[{"id":984,"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=\/wp\/v2\/pages\/105\/revisions\/984"}],"wp:attachment":[{"href":"https:\/\/travailetapprentissages.fr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=105"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}