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Analyse de la construction de l'expérience professionnelle au gré des diverses situations de formation initiale des enseignants du second degré

Abstract : This research aimed to describe and analyze the construction of the professional experience of trainee teachers of secondary education (PLC2) during their participation in various situations of alternating vocational training (second year of training at the IUFM). From the descriptions made was modeled the activity of student teachers on the training year. These models are an issue in our knowledge but also a potential aid to actors and designers of training. This research was conducted in collaboration with thirteen student teachers in PE, History and Geography Mathematics. Their experience has been described and analyzed at different time scales (a few days to a year of training). Two types of data were collected: observational data and video recording and data from self-confrontation. Data analysis was performed with reference to the theory of semiotic course of action (Theureau, 1992, 2006). Iterative three studies were conducted. The Study 1 took into account two training contexts over a period of 10 days. She described how the student teachers in EPS form at the option of teaching situations in classrooms and educational consulting service (scale: 10 days). Study 2, conducted over three months, involved a larger number of training contexts and the literature referred to earlier moments of activity in research, not observed. She described how the student teachers in EPS form between situations of classroom situations and practice analysis center (range: 3 months). The Study 3 involved regular monitoring of activity formed in almost all situations of training on a full year. She described how the student teachers in Mathematics and Geography History form between situations of classroom situations and training center (scale: one year of training). The results highlight the need to focus on the variety of training situations to understand the activity of student teachers. They show that form to suit various situations involves experiences contradictory to act on commitments plurals and various legitimation (relevance, effectiveness and recognition). These results lead to proposals for a strong articulation between research and training so as to provide a learning environment conducive to the redeployment of the activity from one situation to another.
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Submitted on : Thursday, October 21, 2010 - 4:26:10 PM
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Guillaume Serres. Analyse de la construction de l'expérience professionnelle au gré des diverses situations de formation initiale des enseignants du second degré. Education. Université Blaise Pascal - Clermont-Ferrand II, 2006. Français. ⟨tel-00528371⟩

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