La recherche-action

Guay, Manon; Prud’homme, Luc

doi:10.2307/j.ctv69sv3w.12

Cited by 18 publications

(15 citation statements)

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“…En cohérence avec la conception de Lewin (1946) à l'égard de la recherche-action, le développement de l'autodétermination des participants et de leur pouvoir d'agir relativement aux problèmes qu'ils rencontrent a été placé au coeur du processus. Ce type de recherche nécessite alors un engagement prolongé du chercheur qui soutient l'émergence de cycles comportant généralement les étapes suivantes : la formulation 15 d'une situation-problème de départ, la détermination d'une cible, la planification de l'action, l'action, l'évaluation de l'action et de ses répercussions ainsi que la diffusion des résultats (Guay, Prud'homme, & Dolbec, 2016).…”

Section: Une Approche Participative De Recherche-action-formationunclassified

“…En plus de s'associer à la production de changements concrets et à l'amélioration de la pratique, la recherche-action est reconnue pour son potentiel à favoriser la compréhension des processus et des moyens qui mènent à de telles transformations (Guay et al, 2016;McNiff & Whitehead, 2010;Savoie-Zajc, 2001). Compte tenu de…”

Section: Une Approche Participative De Recherche-action-formationunclassified

“…Quelques apports et limites d'une perspective inductive en recherche-actionformationL'exercice de réflexivité se poursuivant, il nous apparaît intéressant de soulever certains apports et certaines limites liées à l'adoption d'une posture inductive en recherche-action-formation. Mais d'abord, nous proposons une brève discussion critique entourant les rapports entre l'induction et la RAF.27La recherche-action existe depuis près d'un siècle(Guay et al, 2016). Différents termes sont utilisés pour la définir et force est de constater que les façons de la mettre en oeuvre et les finalités poursuivies peuvent grandement varier d'un chercheur à l'autre.…”

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Illustrations, apports et limites d’une posture inductive en recherche-action-formation

2019

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Tous droits réservés © Approches inductives, 2019Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l

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Section: Une Approche Participative De Recherche-action-formationunclassified

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Illustrations, apports et limites d’une posture inductive en recherche-action-formation

2019

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“…Data collection and the qualitative analysis of these data are set in the frame of an action research in education as described by Guay and Prud'homme (, pp. 183–187).…”

Section: Controversies On Public Space In Geography Teachingmentioning

confidence: 99%

“…This combines action, research and teacher education and is considered essential for contributing to the bettering of teaching practices. As Guay and Prud'homme (, p. 188) write, an action research in education is a methodological practice centred on the resolution of a concrete problem in a real pedagogical situation, aimed at contributing to the vocational development of the participants.…”

Section: Controversies On Public Space In Geography Teachingmentioning

confidence: 99%

Controversies on public space management projects in Geography teaching to educate pupils as dynamic citizens

Lupatini

2018

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This paper presents the results of a qualitative analysis, based on the principles of action research in education, of three teaching sequences taught during Geography classes in Southern Switzerland. Each sequence included a controversy on a management project of a public space located in the daily life space of the pupils involved. Different studies have analysed the advantages of a teaching method based on the introduction of controversies into teaching sequences. They stress, for example, the role of this method in the following areas: furthering collective and cooperative learning; enabling pupils to construct personal informed opinions and reinforced statements; developing pupils’ autonomy and responsibility. The research underlying this paper aims to measure the impact of this method in terms of strengthening critical thinking competencies, and educating pupils as spatial actors and dynamic citizens. The Geography teaching sequences were planned, under my supervision, by three students of the Teaching Education Institution of Southern Switzerland, where I work as a lower secondary school teacher trainer, as part of their teacher‐training programme. Each student taught the planned teaching sequence in one of their classes. Altogether, three classes were therefore involved in this research study. The analysis was conducted on material produced by the pupils of the three classes during the teaching sequence.

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The Journey of HIV-1 Non-Nucleoside Reverse Transcriptase Inhibitors (NNRTIs) from Lab to Clinic

Vanangamudi²,

et al. 2018

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Human immunodeficiency virus (HIV) infection is now pandemic. Targeting HIV-1 reverse transcriptase (HIV-1 RT) has been considered one of the most successful targets for the development of anti-HIV treatment. Among the HIV-1 RT inhibitors, non-nucleoside reverse transcriptase inhibitors (NNRTIs) have gained a definitive place due to their unique antiviral potency, high specificity and low toxicity in antiretroviral combination therapies used to treat HIV. Till now, >50 structurally diverse classes of compounds have been reported as NNRTIs. Among them, six NNRTIs were approved for HIV-1 treatment, namely, nevirapine (NVP), delavirdine (DLV), efavirenz (EFV), etravirine (ETR), and rilpivirine (RPV), and doravirine (DOR). In this perspective, we focus on the six NNRTIs and lessons learned from their journey through development to clinical studies. It demonstrates the obligatory need of understanding the physicochemical and biological principles (lead optimization), resistance mutations, synthesis and clinical requirements for drugs.

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La recherche-action

Cited by 18 publications

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Illustrations, apports et limites d’une posture inductive en recherche-action-formation

Illustrations, apports et limites d’une posture inductive en recherche-action-formation

Controversies on public space management projects in Geography teaching to educate pupils as dynamic citizens

The Journey of HIV-1 Non-Nucleoside Reverse Transcriptase Inhibitors (NNRTIs) from Lab to Clinic

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