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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
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[3] => Array
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[name] => Death penalty
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(
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[4] => Array
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[id] => 192
[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
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[6] => Array
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)
)
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[2] => Array
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[link] => https://book.coe.int/en/180-democracy-through-law
[name] => Democracy Through Law
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(
)
)
[1] => Array
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[name] => Forum for the Future of Democracy
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[2] => Array
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[name] => Civil society
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[3] => Array
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[link] => https://book.coe.int/en/186-human-dignity
[name] => Human dignity
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[4] => Array
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[id] => 193
[link] => https://book.coe.int/en/193-society
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
[name] => Living Together - Diversity and Freedom in Europe
[desc] =>
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(
)
)
[1] => Array
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[id] => 195
[link] => https://book.coe.int/en/195-european-social-charter
[name] => European Social Charter
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 205
[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
[desc] =>
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(
)
)
[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
[name] => Migration
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(
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[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
[name] => Gender Equality
[desc] =>
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[5] => Array
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[id] => 197
[link] => https://book.coe.int/en/197-council-of-europe-development-bank
[name] => Council of Europe Development Bank
[desc] =>
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(
)
)
[6] => Array
(
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[link] => https://book.coe.int/en/222-lgbt
[name] => LGBT
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(
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)
[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
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)
)
)
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[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
[desc] =>
[children] => Array
(
)
)
)
)
[8] => Array
(
[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
[desc] =>
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 217
[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
)
[9] => Array
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[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
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(
[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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[children] => Array
(
)
)
[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
[name] => Roma and Travellers
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(
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[10] => Array
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[desc] =>
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(
[0] => Array
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[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
[desc] =>
[children] => Array
(
)
)
)
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[11] => Array
(
[id] => 233
[link] => https://book.coe.int/en/233-law
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[link] => https://book.coe.int/en/234-organised-crime
[name] => Organised crime
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(
)
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[1] => Array
(
[id] => 235
[link] => https://book.coe.int/en/235-corruption
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[2] => Array
(
[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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(
)
)
[3] => Array
(
[id] => 175
[link] => https://book.coe.int/en/175-european-prison-reform
[name] => European prison reform
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(
)
)
[4] => Array
(
[id] => 238
[link] => https://book.coe.int/en/238-terrorism
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(
)
)
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(
[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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[link] => https://book.coe.int/en/242-parliamentary-assembly
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[1] => Array
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[link] => https://book.coe.int/en/243-congress-of-local-and-regional-authorities
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(
)
)
[2] => Array
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(
)
)
[3] => Array
(
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[link] => https://book.coe.int/en/246-conference-of-ingos
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(
)
)
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[id] => 247
[link] => https://book.coe.int/en/247-secretary-general
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)
1
Catalog
Former les enseignants au changement - La philosophie du programme Pestalozzi du Conseil de l'Europe (Série Pestalozzi n°1) (2011)
Quel est le principal rôle des enseignants aujourd'hui ? Pourquoi le Conseil de l'Europe s'intéresse-t-il à l''education, et en particulier à la formation des enseignants ? Comment faire en sorte que la pédagogie soit guidée par la vision d'une société future souhaitable pour tous ?Compte tenu de la bataille féroce qui se joue entre les matières pour figurer en bonne place dans le programme, comment intégrer dans les programmes existants l'éducation aux droits de l'homme, à la démocratie et à la compréhension mutuelle ?Quelles sont les valeurs sur lesquelles repose notre conception de l'éducation ?Le but de la présente publication est de fournir quelques réponses à ces questions et à bien d'autres. Avant tout, elle entend contribuer au débat en cours, plus nécessaire que jamais, sur le rôle des enseignants et de la formation des enseignants dans le contexte plus vaste de l'enseignement et de l'apprentissage pour une société démocratique durable.
Remerciements
Avant-propos
Introduction
Chapitre 1 : Education et société
Le rôle fondamental de l'éducation au service de sociétés démocratiques durables
Education contre éducations
« Savoirs » et valeurs contre thèmes - Composantes transversales de l'enseignement pour le renforcement des sociétés démocratiques
L'éducation : une libération de soi - Principes et concepts de l'apprentissage et de l'enseignement dans le programme Pestalozzi
Chapitre2 : Principes et fondements du programme Pestalozzi
Les fondements pédagogiques du programme Pestalozzi
Autres éléments pour la réflexion pédagogique - Influences et inspirations
Faire faire... pour faire réfléchir
Vers une communauté de pratique : soutenir le travail collaboratif
Chapitre 3 : Action en faveur du changement
Surmonter les résistances
Comment amener des changements ?
Les avantages du travail en réseau : l'exemple de Chypre
Conclusion
Faire la différence
A propos des auteurs
Quel est le principal rôle des enseignants aujourd'hui ? Pourquoi le Conseil de l'Europe s'intéresse-t-il à l''education, et en particulier à la formation des enseignants ? Comment faire en sorte que la pédagogie soit guidée par la vision d'une société future souhaitable pour tous ?Compte tenu de la bataille féroce qui se joue entre les matières pour figurer en bonne place dans le programme, comment intégrer dans les programmes existants l'éducation aux droits de l'homme, à la démocratie et à la compréhension mutuelle ?Quelles sont les valeurs sur lesquelles repose notre conception de l'éducation ?Le but de la présente publication est de fournir quelques réponses à ces questions et à bien d'autres. Avant tout, elle entend contribuer au débat en cours, plus nécessaire que jamais, sur le rôle des enseignants et de la formation des enseignants dans le contexte plus vaste de l'enseignement et de l'apprentissage pour une société démocratique durable.
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