Apprendre à faire la classe : analyse de l’évolution de l’activité des enseignants stagiaires en formation initiale d’instituteur primaire en FWB
(2023)
Files
ThèseMarcBlondeaufinal.pdf
Open Access - Adobe PDF
- 7.48 MB
Details
- Authors
- Supervisors
- Van Nieuwenhoven, Catherine
- Abstract
- This thesis work reports on research aiming at understanding how students in initial training as primary teachers in the Wallonia-Brussels Federation learn to teach during the traineeship that punctuate their formation. Our qualitative research approach is in line with the non-deficit perspective (Malo, 2006) and the activity approach (Barbier & Durand, 2003; Hubault, 1996), which are primarily interested in the resources that trainees mobilize and transform to learn their profession by experimenting with it. In particular, we mobilize the semiological framework of the course of action (Theureau, 2004, 2006), because of its interest in the dynamics of meaning construction by an actor that emerges from asymmetrical structural coupling with a situation that he experiences. Our results highlight (1) a shift from the mobilization of insecure and isolated professional gestures to configurations of organized gestures, with conditions of use and variations, (2) progress in different dimensions addressed by trainees such as as the management of the unexpected, the ability to deal with several competing concerns, the construction and mobilization of reference systems or the management of student learning and (3) five typical situated learning experiences that are lived according to temporalities and different levels of immersion in the activity.
- Affiliations
UCLouvain SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies
Citations
Blondeau, M. (2023). Apprendre à faire la classe : analyse de l’évolution de l’activité des enseignants stagiaires en formation initiale d’instituteur primaire en FWB. https://hdl.handle.net/2078.5/100061