Former des enseignant·es dans l’alternance : traces de l’activité professionnelle, voies et variables pédagogiques (notice n° 781746)
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| fixed length control field | 04085cam a2200373 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123112533.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Balslev, Kristine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Former des enseignant·es dans l’alternance : traces de l’activité professionnelle, voies et variables pédagogiques |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 89 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cette contribution s’intéresse aux dispositifs d’analyse de pratiques proposés dans les formations à l’enseignement et reposant sur des principes communs : travailler avec les étudiant·es des situations professionnelles en mobilisant des outils ou des savoirs proposés par la formation, susciter une enquête réflexive et accompagner un mouvement de décontextualisation et de recontextualisation de l’activité professionnelle. Certains de ces dispositifs font la part belle à l’écriture et à la remémoration d’expériences professionnelles, d’autres se fondent sur l’analyse d’activités professionnelles filmées. Notre contribution se propose de partir des travaux menés sur ces dispositifs par les membres des groupes de recherche AFORDENS et TALES en vue d’analyser différentes voies proposées pour accompagner ce mouvement. Trois voies pédagogiques - l’écriture réflexive, l’analyse réflexive de pratiques et l’analyse de l’activité par vidéoformation - sont caractérisées ici en fonction de la nature des traces qu’elles convoquent, des formes de verbalisations qu’elles suscitent et de la manière avec laquelle elles conduisent le sujet en formation à décontextualiser et recontextualiser son activité. La réflexion proposée ici relève certaines variables possibles à faire jouer lors de l’accompagnement du développement professionnel ainsi que les atouts des différentes voies pédagogiques dans les formations en alternance. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper concerns different practice analysis designs proposed in teacher education, based on common principles : work with students on professional situations, mobilize academic tools or knowledge and encourage reflective enquiry. Various pedagogical variables and training designs support these principles, but all aim to trigger a movement of decontextualization and recontextualization of professional activity. Some of the designs give an important place to writing and the recall of professional experiences, while others are based on the analysis of filmed professional activities. Our contribution is based on the work carried out on these designs by members of the AFORDENS and TALES research groups and aims at detecting how they accompany these movements and to identify their main pedagogical features. Thus, three pedagogical approaches - reflective writing, reflective analysis of practices and analysis of activity by video training - are characterized here according to the nature of the traces they use, the forms of verbalization they elicit and the ways in which they lead the trainees to decontextualize and recontextualise their activity. Our reflection considers the possible variables that can come into play when supporting professional development and identifies the strengths of the different pedagogical approaches in work-linked training. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | analyse des pratiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | démarche réflexive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | voies pédagogiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | formation des enseignant·es |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | démarche clinique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement professionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | clinical approach |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogical approaches |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | professional development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | practice analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reflective approach |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Maldonado, Marcos |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Naef, Lora |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Guzzo, Célia |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Perréard Vité, Anne |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lussi Borer, Valérie |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Phronesis | 11 | 1 | 2022-03-22 | p. 32-56 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-phronesis-2022-1-page-32?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-phronesis-2022-1-page-32?lang=fr&redirect-ssocas=7080</a> |
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