Objectifs :
PhD students are required to teach and support students in complex learning situations. Motivation is a prerequisite, active engagement is essential, and group dynamics play a decisive role.
But without motivation, no teaching method will work. And a committed group without a rigorous method is just agitation, not learning. Group dynamics can either hinder or promote success.
This training course teaches you how to activate the levers of motivation, transform commitment into effective learning through the contributions of cognitive science, and master group dynamics — from peer teaching to conflict management.

Programme :
DAY 1 – Creating a favourable learning environment (4 hours) Motivation – Scientific foundations and practical application (2 hours)
• The feeling of competence
• Perceived usefulness
• The relational framework From commitment to learning (2 hours)
• Cognitive load and its implications (Sweller, 1988): how to avoid overload and promote learning
• Attention and its limits: strategies for maintaining concentration
• Workshop: Designing a teaching sequence that optimises engagement

DAY 2 – Creating a climate of trust and managing relationships (4 hours)
Peer teaching and mutual learning (2 hours)
• Practical workshop: Experimenting with a peer instruction activity
• The benefits of collaborative learning (Mazur, 1997; Faillet 2017)
• Structuring mutual learning activities: roles, instructions, debriefing Anticipating and managing
conflict situations (2 hours)
• Identifying types of tension in a group
• Prevention strategies: framing, operating rules
• Case studies: Analysis of conflict situations and development of resolution strategies

DAY 3 – Feedback (2 hours online, one month apart)
• Sharing experiences: putting what you have learned into practice in real-life situations
• Guided reflective analysis: successes, difficulties encountered, adjustments
• Testimonials and discussions with doctoral students who have already taught
• Consolidating learning and personalised action plan
• Études de cas : Analyse de situations conflictuelles et élaboration de stratégies de résolution

Prérequis : Teaching or preparing a course as part of training

Méthode pédagogique : The training programme adopts an active and participatory approach, in line with the teaching principles taught:

• Theoretical input based on research in educational sciences and learning psychology
• Practical workshops allowing immediate experimentation with concepts
• Video case studies and role-playing to anchor learning in realistic contexts
• Collaborative work and peer exchanges to enrich perspectives
• Spaced reflective practice (follow-up session after one month) to promote the transfer and anchoring of skills

Pré-requis :
Teaching or preparing a course as part of training

Méthode pédagogique :
The training programme adopts an active and participatory approach, in line with the teaching principles taught:

• Theoretical input based on research in educational sciences and learning psychology
• Practical workshops allowing immediate experimentation with concepts
• Video case studies and role-playing to anchor learning in realistic contexts
• Collaborative work and peer exchanges to enrich perspectives
• Spaced reflective practice (follow-up session after one month) to promote the transfer and anchoring of skills


Use of a real-time forum platform to:
• answer questions from doctoral students
• share resources and documents
• pool the knowledge of doctoral students
• Ensure follow-up
• Create a community of expert practitioners

Compétences acquises à l'issue de la formation :
• At the end of this training, participants will be able to:
• Identify and mobilise the levers of intrinsic motivation in learners
• Design teaching sequences that promote cognitive, emotional and behavioural engagement
• Adapt their approach and methods according to their personality and the characteristics of the group
• Establish a climate of psychological safety conducive to learning
• Implement peer teaching activities
• nticipate, prevent and manage situations of tension or conflict within a group

Les Compétences et capacités visées à l'issue de la formation (fiches RNCP)

Arrêté du 22 février 2019 définissant les compétences des diplômés du doctorat et inscrivant le doctorat au répertoire national de la certification professionnelle. https://www.legifrance.gouv.fr/loda/id/JORFTEXT000038200990/

Bloc 5 : Formation et diffusion de la culture scientifique et technique

- Rendre compte et communiquer en plusieurs langues des travaux à caractère scientifique et technologique en direction de publics ou publications différents, à l’écrit comme à l’oral

- Enseigner et former des publics diversifiés à des concepts, outils et méthodes avancés

- S’adapter à un public varié pour communiquer et promouvoir des concepts et démarches d’avant-garde

Bloc 6 : Encadrement d’équipes dédiées à des activités de recherche et développement, d’études et prospective

- Animer et coordonner une équipe dans le cadre de taches complexes ou interdisciplinaires

- Identifier les ressources clés pour une équipe et préparer les évolutions en termes de formation et de développement personnel

- Evaluer le travail des personnes et de l’équipe vis à vis des projets et objectifs

Compétences sociales

- Connaissance et Maîtrise de soi et de son comportement = Capacité à s'auto-évaluer et se remettre en question ; Connaissance de ses propres limites ; Dosage Rigueur/souplesse

- Compétences inter-relationnelle = Sens de la communication ; Capacité d'écoute et d'empathie, bienveillance ; Relation à l'autre ; Capacité à travailler en équipe et sens de la responsabilité collective.

La formation participe à l'objectif suivant :préparer le devenir professionnel des doctorants dans le secteur public comme dans le secteur privé