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Fiche de BENNACER Halim

Bureau : Room 113 - Pôle AAFE Building
Tél. : +33 3 80 39 54 75
E-mail : halim.bennacer@u-bourgogne.fr
Fonction : Full Professor of Science of Education

Presentation

Professor at the INSPE of Burgundy

CV in Arabic

 

Research Themes

My research is mainly in the psychology of education.
They focus on the personal and environmental determinants of human behavior, as well as their interaction (s). Their originality mainly concerns:

  • The applicability in France of the psychology of social environments of the class, as much in elementary school as in college
  • The development in France of research on the social environments of the university residence
  • The development of a dozen measurement tools, including those on the social climate of the classroom and on students’ attitudes toward school
  • The test of structural models on the determinants of school behaviors such as the formation of friendship, the student’s anomic heckling, his performances and his reactions towards the class as well as the practice by teachers of differentiated pedagogy
  • Proposals of practical implications for the improvement of students’ school behavior, at 1st and 2nd levels, and the optimization of the psychosocial conditions of classes and university residences

KEYWORDS :

  • learning environment, social climate, personal characteristics, student-environment interaction (s) – classroom environment
  • behaviors, skills, performance, attitudes to school or college, academic self-esteem, classroom reactions
  • school failure, school violence, disability, inclusion, social integration
  • pedagogical practices, differentiated pedagogy, assessments (academic, pedagogical, by skills)
  • university residence: physico-environmental characteristics, student success, well-being, satisfaction, formation of friendship, insecurity, aggressiveness
  • univariate and multivariate analysis, structural equation modeling, community analysis


 

CV

  • Professor of Education since 2009, University of Burgundy, Superior School of Teaching and Education (ÉSPÉ)
  • Elected member of the National Council of Universities, in 70th section
    Qualified, by the US, in Psychology and Education (16th and 70th Sections) as Professor of Universities (2006) and Lecturer (1992)
  • Associate Member of UPRES E.A. 3389: “Research and Analysis of Maghreb-Europe Societies” (ERASME), Paris 8 University
  • Qualification Diploma in Psychology Research, obtained in December 2005, University of Tours (Differential and Psychosocial Approach to Education: Study of Personal and Environmental Determinants of Human Behavior)
  • Lecturer in psychology from 1993 to 2009, University of Orléans (IUFM Center Val de Loire)
  • Professor in psychology at the University François – Rabelais of Tours, from 1994 to 2001
  • 1990 – 1993. Teacher at the Catholic University of Lyon (statistics), Jean Monnet University of Saint-Etienne (education, computer science), and IUFM Lyon (psychology)
  • Doctorate in Psychology, defended in July 1989, Nancy 2 University, Mention: Very honorable unanimously (Personal and environmental characteristics, social climate of the class and academic performance)

 

Publications



40 documents

Article dans une revue

  • Halim Bennacer. Les déterminants personnels du bien-être de l'écolier, de ses satisfactions en classe et de sa performance scolaire. Recherches & éducations, Société Binet Simon, 2017, Le bien-être à l'école: un processus de production du bien-être ? Tome 2, pp.43-59. ⟨hal-02092941⟩
  • Halim Bennacer. Le climat social de la résidence universitaire : évaluation et étude de son rôle dans la prédiction du comportement des étudiants. journal des sciences, Association des journées du savoir, 2016, pp.3-6. ⟨halshs-01343071⟩
  • Halim Bennacer. La pratique de la pédagogie différenciée par les enseignants de l'école élémentaire : étude des principaux facteurs déterminants. journal des sciences, Association des journées du savoir, 2015, pp.3-8. ⟨halshs-01204809⟩
  • Halim Bennacer. La performance des collégiens estimée par les évaluations scolaire et pédagogique : test d'un modèle sur ses déterminants socio-écologiques relatifs à la classe. journal des sciences, Association des journées du savoir, 2014, p. 17-27. ⟨halshs-01015543⟩
  • Halim Bennacer. Caractéristiques socio-écologiques de la classe et comportements scolaires des écoliers. journal des sciences, Association des journées du savoir, 2013, pp.3-10. ⟨halshs-00842519⟩
  • Halim Bennacer. Les élèves français chahuteurs en classe et leurs caractéristiques personnelles. journal des sciences, Association des journées du savoir, 2012. ⟨halshs-02399903⟩
  • Halim Bennacer. Effets du climat social de la classe sur les performances scolaires des collégiens. journal des sciences, Association des journées du savoir, 2011, pp.3-7. ⟨halshs-00661476⟩

Communication dans un congrès

  • Halim Bennacer. Le bien-être subjectif de l'écolier en classe, sa satisfaction envers le maître et sa performance scolaire : test d'un modèle sur leurs relations et déterminants personnels. Psychologie sociale et éducation, ADRIPS (Association pour la Diffusion de la Recherche Internationale en Psychologie Sociale), Sep 2019, Grenoble, France. ⟨halshs-02302456⟩
  • Wael Zamo, Halim Bennacer. Le travail collectif des enseignants et ses effets sur leurs pratiques citoyennes et difficultés organisationnelles en classe. 25ème journée du savoir, Association Journée Du Savoir, Jun 2019, Dijon, France. ⟨halshs-02187865⟩
  • Wael Zamo, Halim Bennacer. L'enseignement de la morale comme discipline scolaire à l'école élémentaire : points de vue des enseignants. Les disciplines enseignées : les modes de penser le monde, Jul 2018, Liège, Belgique. ⟨halshs-01834630⟩
  • Halim Bennacer. Les caractéristiques personnelles de l'écolier et leurs effets sur la performance scolaire, le bien-être et les sentiments de satisfaction en classe. Journée d'étude "Émotions, sentiments et perceptions à l'école", ÉSPÉ de l'Université de Franche-Comté, Nov 2017, Besançon, France. ⟨halshs-01650943⟩
  • Wael Zamo, Halim Bennacer. Les déterminants des pratiques citoyennes des enseignants en classe. Enjeux, débats et perspectives - 50 ans de sciences de l'éducation, Université de Caen, Oct 2017, Caen, France. ⟨halshs-01650979⟩
  • Halim Bennacer. Transmission des connaissances et apprentissages en éducation. Transmissions familiales et éducation, IUT Belfort-Montbéliard; Laboratoire C3S, Jun 2017, Belfort, France. ⟨halshs-01562110⟩
  • Wael Zamo, Halim Bennacer. Pour l'amélioration de la qualité de vie à l'école élémentaire : confrontation des recommandations officielles avec le terrain selon le point de vue des enseignants. Colloque international pluridisciplinaire : La qualité de vie à l'école, Cren; Cnesco Jun 2017, Nantes France. ⟨hal-01536412⟩
  • Halim Bennacer. L'environnement socio-écologique de la résidence universitaire et ses effets sur la réussite aux études et la formation de l'amitié. 23ème Journée du Savoir, JMFB (Jeunesse Musulmane de France en Bourgogne), May 2017, Dijon, France. ⟨halshs-01589863⟩
  • Halim Bennacer. Caractéristiques socio-écologiques des résidences universitaires, réussite aux études et formation de l'amitié . 29ème colloque international de l'ADMEE : l'évaluation, levier pour l'enseignement et la formation, Agrosup Dijon; ADMÉE Europe, Jan 2017, Dijon, France. ⟨halshs-01465968⟩
  • Wael Zamo, Halim Bennacer. L'éducation à la citoyenneté en classe : prescriptions officielles et analyse des pratiques éducatives des enseignants . 29ème colloque international de l'ADMEE : l'évaluation, levier pour l'enseignement et la formation, Agrosup Dijon; ADMÉE Europe, Jan 2017, Dijon, France. ⟨halshs-01466009⟩
  • Halim Bennacer, Catherine Voirol. Caractères psychologiques des directeurs et leurs effets sur la pratique de l'évaluation par compétences au sein de l'école. L'évaluation à la lumière des contextes et des disciplines : 27 ème Colloque International de l'ADMEE-Europe, ADMEE-Europe, Jan 2015, liège, Belgique. ⟨halshs-01204841⟩
  • Halim Bennacer, Catherine Voirol. L'évaluation des écoliers par compétences : analyse des effets des caractéristiques personnelles des enseignants. 21èmes Journées Internationales de Psychologie Différentielle. La variabilité au 21ème siècle : défis scientifiques, défis sociétaux, Jun 2014, Paris, France. ⟨halshs-01070730⟩
  • Halim Bennacer. Évaluations scolaire et pédagogique du travail des collégiens : comparaisons selon les effets simples et intéractifs des caractéristiques personnelles et du climat de classe. 26ème colloque international de l'ADMÉE-Europe : Cultures et politiques de l'évaluation en éducation et en formation, Jan 2014, Marrakech, Maroc. ⟨halshs-01070764⟩
  • Halim Bennacer. L'environnement social de la classe et les performances scolaires des élèves : étude des effets de ses aspects personnel et consensuel. Congrès AREF (Actualité de la Recherche en Éducation et en Formation), Aug 2013, Montpellier, France. ⟨halshs-00872579⟩
  • Halim Bennacer. How the sociological environement of university residence affects making friendship and students' academic success. The 13th European Congress of Psychology, Jul 2013, Stockholm, Sweden. ⟨halshs-00872577⟩
  • Halim Bennacer. Les écoliers français chahuteurs en classe. Combien sont-ils ? Qui sont-ils ?. 19ème journée du savoir, Jun 2013, Dijon, France. ⟨halshs-00842522⟩
  • Halim Bennacer. La psychologie des environnements sociaux de la classe " et son applicabilité en France. Séminaire de préprofessionnalisation pour l'accompagnement relatif à l'enseignement agricole, Nov 2012, Dijon, France. ⟨halshs-00796594⟩
  • Halim Bennacer. Student's achievement in french at junior high school. 30th International Congress of Psychology, Jul 2012, Cape Town, South Africa. ⟨halshs-00747073⟩
  • Halim Bennacer. Évaluations scolaire et pédagogique du travail de l'écolier et du collégien en France : analyse des différences selon les effets du climat social de la classe. 9° Coloquio Internacional de Psicologia Social am Lingua Francesca, Jul 2012, Porto, Portugal. ⟨halshs-00735410⟩
  • Halim Bennacer. L'environnement socio-écologique des résidences universitaires et ses effets sur les étudiants. XXèmes journées internationales de Psychologie différentielle, Jun 2012, Rennes, France. ⟨halshs-00735404⟩
  • Halim Bennacer. Déterminants personnels des compétences de l'écolier : le cas de sa performance scolaire et de ses réactions envers la classe. 24ème colloque de l'ADMÉE Europe : l'évaluation des compétences en milieu scolaire et en milieu professionnel, Jan 2012, Luxembourg, Luxembourg. ⟨halshs-00661415⟩
  • Halim Bennacer. Le rôle du climat social de la classe dans la prédiction des performances des élèves au collège. XVIIèmes journées du savoir, Jun 2011, Dijon, France. pp.11. ⟨halshs-00661483⟩
  • Halim Bennacer. Le climat social de la classe et ses effets sur les performances scolaires des collégiens français. Les journées du savoir, Jun 2011, Dijon, France. ⟨halshs-00678226⟩
  • Halim Bennacer. Le chahut anomique de l'élève en classe : test d'un modèle sur les déterminants personnels. 5ème Conférence Mondiale et 4ème Congrès Ibéro Américain sur la Violence à L'École, Apr 2011, Mendoza, Argentine. ⟨halshs-00602052⟩
  • Ernestine Ngo Melha, Halim Bennacer. Étude comparative des politiques éducatives d'inclusion en France et en Afrique subsaharienne. Forum des jeunes chercheurs, Nov 2010, Lyon, France. ⟨halshs-00661505⟩
  • Halim Bennacer. Performance scolaire, satisfaction envers le professeur et formation de l'amitié en classe : influences des caractéristiques personnelles de l'élève. Congrès AREF 2010, Sep 2010, Genève, Suisse. p. 337. ⟨halshs-00547907⟩
  • Halim Bennacer. L'environnement social de la classe et les performances des collégiens : étude de ses effets simples et interactifs avec l'élève. XIXèmes journées internationales de psychologie différentielle, Aug 2010, Marseille, France. p. 28. ⟨halshs-00547897⟩
  • Halim Bennacer. The use of differentiated Pedagogy in the Elementary School Classroom and its Psychological Determinants. XVIème journée du savoir, Jun 2010, Dijon, France. ⟨halshs-00661487⟩
  • Halim Bennacer. Étude du climat social de la classe et de son rôle dans la prédiction des comportements des élèves. Séminaire de l'IREDU, Mar 2010, Dijon, France. ⟨halshs-00736162⟩
  • Halim Bennacer. Les performances des élèves français au collège : étude comparative des effets exercés par l'individu et l'environnement scolaire. XXXIè symposium de l'association de psychologie scientifique de langue française "Cognition et culture", Sep 2009, Tunis, Tunisie. p. 52. ⟨halshs-00547910⟩

Poster

  • Wael Zamo, Halim Bennacer. La qualité de vie à l'école élémentaire. 23ème Journée du Savoir, May 2017, Dijon, France. 2017. ⟨halshs-01562098⟩

Chapitre d'ouvrage

  • Halim Bennacer. Les performances scolaires des collégiens en France : analyse des effets de l'environnement social de la classe. Carlier M. ; Gilles J.-Y., ed. Vivent les différences : psychologie différentielle fondamentale et applications, Presses Universitaires de Provence, pp.31-36, 2012. ⟨halshs-00767853⟩
  • Halim Bennacer. Mise au point et validation d'une échelle sur le chahut en classe à l'école élémentaire. Identité et spécificités de la psychologie différentielle, Presses universitaires de Rennes, pp. 155-160, 2010. ⟨halshs-00547894⟩

 

Educational Activities

LESSONS

My various teaching activities in higher education have been mainly as a professor at the University of Burgundy (UK since September 2009) and lecturer at the University of Orleans (1993-2009). I was also a teacher at the François-Rabelais University of Tours (1994-2001), the I.U.F.M. Lyon, the Jean-Monnet University of Saint-Etienne and the Catholic University of Lyon (1990-1993).

While being qualified by the National Council of Universities in 2 sections: Psychology (16th) and Education Sciences (70th), I have since assured that I am teacher a few dozen courses that revolve mainly around the following axes :

  • Management and optimization of interpersonal relationships and human behavior (especially in the classroom)
  • Psychology and its interest for students, especially future teachers and trainee officials 1st and 2nd degrees
  • The methodology of university work
  • Measurement, statistics and research methodology in the social sciences and psychology
  • Diversity in education and its management, especially in the classroom (differential, socio-psychological and pedagogical approaches)
  • Meta-analysis of the literature on the definition of common terms in the sciences of education. Examples:
    “Study, learning, socialization, education, teaching, instruction, training (also knowing, knowing pure, being, know-how)”
    “Diversity, difference, special educational need, disability, personalized path, adaptation, assimilation, integration, inclusion, etc. “
  • Compulsory schooling of pupils, up to secondary school, and assessment (the common base of knowledge and skills) as well as schooling in REP-ZÉP (networks, or zones, of priority education)
  • Preparation for oral admission tests for C.R.P.E. (School Teacher Recruitment Competition) and C.P.E. Contest (Senior Education Advisor)
  • Pre-professionalization in the various trades in the education sector
  •  Introduction to the use of computer-based computing (personal computer)

As part of the university training of school teachers, I made in the year 1993 a lot of preparation and / or exploitation of courses (observation, practices accompanied, spun or responsibilities) in courses and within the reference groups (IUFM, and ESPÉ of Burgundy) or coordination groups (IUFM Orleans-Tours), as well as hundreds of class visits – counseling or evaluation – (Levels: Masters 1 and 2 of the 1st degree, or PE1 and PE2).

Since I am a teacher-researcher, I have supervised about a hundred students in the preparation of projects, professional or research dissertations, Masters 1 and 2 as well as in the realization of doctoral theses.

 
 

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identite:
BENNACER Halim
grade:
Professeur
adresse_postale:
telephone:
+33 3 80 39 54 75
bureau:
Room 113 - Pôle AAFE Building
courriel:
halim.bennacer@u-bourgogne.fr
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{tab=Presentation}

Professor at the INSPE of Burgundy

CV in Arabic

{tab=Research Themes}

My research is mainly in the psychology of education.
They focus on the personal and environmental determinants of human behavior, as well as their interaction (s). Their originality mainly concerns:

  • The applicability in France of the psychology of social environments of the class, as much in elementary school as in college
  • The development in France of research on the social environments of the university residence
  • The development of a dozen measurement tools, including those on the social climate of the classroom and on students' attitudes toward school
  • The test of structural models on the determinants of school behaviors such as the formation of friendship, the student's anomic heckling, his performances and his reactions towards the class as well as the practice by teachers of differentiated pedagogy
  • Proposals of practical implications for the improvement of students' school behavior, at 1st and 2nd levels, and the optimization of the psychosocial conditions of classes and university residences

KEYWORDS :

  • learning environment, social climate, personal characteristics, student-environment interaction (s) - classroom environment
  • behaviors, skills, performance, attitudes to school or college, academic self-esteem, classroom reactions
  • school failure, school violence, disability, inclusion, social integration
  • pedagogical practices, differentiated pedagogy, assessments (academic, pedagogical, by skills)
  • university residence: physico-environmental characteristics, student success, well-being, satisfaction, formation of friendship, insecurity, aggressiveness
  • univariate and multivariate analysis, structural equation modeling, community analysis


{tab=CV}

  • Professor of Education since 2009, University of Burgundy, Superior School of Teaching and Education (ÉSPÉ)
  • Elected member of the National Council of Universities, in 70th section
    Qualified, by the US, in Psychology and Education (16th and 70th Sections) as Professor of Universities (2006) and Lecturer (1992)
  • Associate Member of UPRES E.A. 3389: "Research and Analysis of Maghreb-Europe Societies" (ERASME), Paris 8 University
  • Qualification Diploma in Psychology Research, obtained in December 2005, University of Tours (Differential and Psychosocial Approach to Education: Study of Personal and Environmental Determinants of Human Behavior)
  • Lecturer in psychology from 1993 to 2009, University of Orléans (IUFM Center Val de Loire)
  • Professor in psychology at the University François - Rabelais of Tours, from 1994 to 2001
  • 1990 - 1993. Teacher at the Catholic University of Lyon (statistics), Jean Monnet University of Saint-Etienne (education, computer science), and IUFM Lyon (psychology)
  • Doctorate in Psychology, defended in July 1989, Nancy 2 University, Mention: Very honorable unanimously (Personal and environmental characteristics, social climate of the class and academic performance)

{tab=Publications}

[cv-hal id=halim-bennacer type=authIdHal_s]

{tab=Educational Activities}

LESSONS

My various teaching activities in higher education have been mainly as a professor at the University of Burgundy (UK since September 2009) and lecturer at the University of Orleans (1993-2009). I was also a teacher at the François-Rabelais University of Tours (1994-2001), the I.U.F.M. Lyon, the Jean-Monnet University of Saint-Etienne and the Catholic University of Lyon (1990-1993).

While being qualified by the National Council of Universities in 2 sections: Psychology (16th) and Education Sciences (70th), I have since assured that I am teacher a few dozen courses that revolve mainly around the following axes :

  • Management and optimization of interpersonal relationships and human behavior (especially in the classroom)
  • Psychology and its interest for students, especially future teachers and trainee officials 1st and 2nd degrees
  • The methodology of university work
  • Measurement, statistics and research methodology in the social sciences and psychology
  • Diversity in education and its management, especially in the classroom (differential, socio-psychological and pedagogical approaches)
  • Meta-analysis of the literature on the definition of common terms in the sciences of education. Examples:
    "Study, learning, socialization, education, teaching, instruction, training (also knowing, knowing pure, being, know-how)"
    "Diversity, difference, special educational need, disability, personalized path, adaptation, assimilation, integration, inclusion, etc. "
  • Compulsory schooling of pupils, up to secondary school, and assessment (the common base of knowledge and skills) as well as schooling in REP-ZÉP (networks, or zones, of priority education)
  • Preparation for oral admission tests for C.R.P.E. (School Teacher Recruitment Competition) and C.P.E. Contest (Senior Education Advisor)
  • Pre-professionalization in the various trades in the education sector
  •  Introduction to the use of computer-based computing (personal computer)

As part of the university training of school teachers, I made in the year 1993 a lot of preparation and / or exploitation of courses (observation, practices accompanied, spun or responsibilities) in courses and within the reference groups (IUFM, and ESPÉ of Burgundy) or coordination groups (IUFM Orleans-Tours), as well as hundreds of class visits - counseling or evaluation - (Levels: Masters 1 and 2 of the 1st degree, or PE1 and PE2).

Since I am a teacher-researcher, I have supervised about a hundred students in the preparation of projects, professional or research dissertations, Masters 1 and 2 as well as in the realization of doctoral theses.

{tab=Videos}

Presentation Film « Le climat social de la classe et ses effets sur les performances scolaires des collégiens français » (The social climate of the class and its effects on the school performance of French college students), 17th "Day of Knowledge", June 19, 2011, Dijon

 

Presentation Film « Les écoliers français chahuteurs en classe. Combien sont-ils ? Qui sont-ils ? » (French students rowdy in class. How many are they ? Who are they ?), 19th "Day of Knowledge", June 9, 2013, Dijon

{/tabs}

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Full Professor of Science of Education
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