Des pratiques participatives en situation de travail aux effets transformateurs dans l’apprentissage du métier de formateur des professionnels de santé

Abstract : This research focuses on the process of transforming the frameworks of experience (Goffman E., 1991) resulting from participatory practices in work situations and its effects on learning the profession of trainer of health professionals. The participative practices of these professionals will be the research subject through the choice of a focal point inscribed in the current of microsociology. The observation of the work situations was done lengthwise (considerer a changer longitudinally) over four years, by the recording of in situ work situations carried out by the trainers themselves, followed by group interviews, including a self-confrontation dimension and semi-structured individual interviews. Our theoretical references are originating from the field of workplace learning, including the notion of participative practices (Billett S., 2016), situated learning with the theory of communities of practice (Wenger E., 2005), the analysis of interactions with Goffman's work on the rites of interaction (1974) as well as the frame analysis (1991). Our central hypothesis consists in thinking that learning the profession of trainer through the participative practices of the actors in the work situation entails processes of transformation of the frameworks of the experience. The results show that a process, which we named dynamic enshrined frames, produces a modification of the professional positioning of the actors. The perception of their learning environment is changing and so are their professional practices.
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Marcel Plenchette. Des pratiques participatives en situation de travail aux effets transformateurs dans l’apprentissage du métier de formateur des professionnels de santé. Education. Conservatoire national des arts et metiers - CNAM, 2019. Français. ⟨NNT : 2019CNAM1239⟩. ⟨tel-02319083v2⟩

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