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Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching

Abstract : Based on the analysis of international reviews and articles of a relative efficiency of the traditional system of initial training for preservice teachers (PST), which is based on the postulate of integrative alternance, this study aims to question the modalities of joint, collaborative and situated training working. More precisely, this study develops case studies in the context of the training system anchored in coteaching in Physical Education. It studies the conditions of the professional activity of PST, and beyond the teaching subject construction. As part of a technological research program in adult education whose theoretical foundations are the culturalist anthropology (Bertone, 2011 ; Chaliès, 2012), and inspired by the analytical philosophy of Wittgenstein (2004), this study was carried out by four systems. For each of them, the mentor and the PST carried out a joint activity during (i) the planning of the lesson, (i) the lesson, and (iii) the reflection after this lesson. These phases were supplemented by training dialogue which deliberately integrated the researchers’ presence, and an interview guide allowing actors to learn in detail their work. Self-confrontation data were also collected, which helped to formalize the practical reasoning of the actors during the training and to identify the teleology of the training and teaching actions carried out. The results show that the technological system allowed the teaching from the mentor of normative experiments located (NEL) by giving orders and/or showing by example. These teaching methods were associated with explanations deliberately given by the mentor which contributed to the development of the teaching subject. A double process of subject construction (Chaliès, 2012) has been documented, both on a dialogical and reflexive level in post-lesson training, as well as the implementation of actions set in the class. The results allowed (i) to discuss the traditional postulate of integrative alternance in the initial training of teachers, and (ii) to open perspectives to develop initial teacher training systems.
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Laurent Michel. Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching. Education. Université de la Réunion, 2018. Français. ⟨NNT : 2018LARE0024⟩. ⟨tel-01979876⟩

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