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La plus-value d'une tierce personne dans un dispositif de formation d'enseignants débutants

Abstract : How do the rules are appropriated during the year of preservice teachers? The traditional conception of education gives a crucial role to the experts and focuses on the place of professional collectives in the development of the activity of teachers in training. Does sociology have to say or complain about this approach? The result of our survey based of three schools, show that the classical dyadic relationship expert-tutor / novice does not always allow novices to appropriate the rules of trade. This dyadic configuration does not favor the game of argumentation and counter-argumentation through agreements or disagreements and get difficult the learning of rules. Would not it be better to introduce a third party to overcome the statutory obstacles breaking the relationship. This is what we choose to do from an experimental approach based on the establishment of a triadic relationship. The third party raises the level of the justifying constraint and the tutor's advice can no longer rely solely on the statutory advantage he enjoyed hitherto.
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Submitted on : Wednesday, October 31, 2018 - 6:54:05 AM
Last modification on : Monday, April 6, 2020 - 2:49:41 PM
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  • HAL Id : tel-01909286, version 1


Marine Luminet. La plus-value d'une tierce personne dans un dispositif de formation d'enseignants débutants. Education. Université de la Réunion, 2018. Français. ⟨NNT : 2018LARE0005⟩. ⟨tel-01909286⟩



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