De l’observation des enfants à l’analyse interactionnelle : contributions de la recherche à la formation continue des éducateurs et éducatrices de l’enfance

Zogmal, Marianne; Durand, Isabelle

doi:10.7202/1071698ar

Cited by 16 publications

(6 citation statements)

References 17 publications

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“…Working with a small group of educators in charge of guiding students, they used video-based methods to encourage trainers to reflect on their tutoring role when interacting with students in the workplace. In the same context of early childhood education, Zogmal and Durand (2020) organised collective data sessions with professionals to enhance their sense of belonging to a group and to share their experiences within that group. Filliettaz and Zogmal (2021) also used data session methodology to teach educators how to implement a programme for fostering early language acquisition in childcare facilities.…”

Section: Empirical Exploration Of Interaction Analysis In Training Se...mentioning

confidence: 99%

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Filliettaz

Gascón²,

Zogmal³

2022

Methods for Researching Professional Learning and Development

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This chapter presents video-based interaction analysis and discusses its contributions to research on workplace learning and professional development. Interaction analysis is a multidisciplinary qualitative approach, borrowing principles from the micro-sociology of everyday life, ethnomethodology, conversational analysis and the ethnography of communication. It aims to provide a detailed description of how individuals coordinate their actions when experiencing social encounters and engaging in goal-directed actions collectively. Over the past two decades, the use of interaction analysis has expanded significantly into the field of workplace practices in institutional or professional contexts, particularly thanks to the influence of Workplace Studies or applied conversation analysis. More recently, video-based interaction analysis has also been applied to the field of initial and continuing vocational education. The theoretical principles on which interaction analysis is based have been transposed to training activities and are now considered significant contributors to workplace learning and professional development. An increasing number of experiments have attempted to train professionals using a video-based interactive analysis of their work. After presenting the theoretical principles and methodological procedures of video-based interaction analysis, this chapter illustrates how the approach might be implemented in the specific empirical context of early childhood educators reflecting on their interactional competencies when encountering parents as part of their work. Data collected during collective analysis sessions illustrate the sorts of learning experiences made possible by video-based interaction analysis when it is used in continuing education programmes for qualified workers.

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Section: Empirical Exploration Of Interaction Analysis In Training Se...mentioning

confidence: 99%

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Filliettaz

Gascón²,

Zogmal³

2022

Methods for Researching Professional Learning and Development

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“…Différentes expérimentations ont été menées récemment dans ce sens en vue de former des professionnels à des méthodes d'observation et d'analyse d'interactions en contexte de travail. Adoptées dans les domaines de l'éducation de l'enfance (Garcia et Filliettaz, 2020 ;Trébert et Durand, 2019 ;Zogmal et Durand, 2020) et de la santé (Nguyen et coll., 2020 ;Nguyen et coll., 2021), ces démarches guidaient les professionnels dans la détermination et le développement de leurs compétences d'interaction au moyen d'une pratique réflexive fondée sur l'utilisation de données audio et vidéo en formation. En dépit des nuances qui les caractérisent, ces approches partagent une vision proche de la méthode d'analyse interactionnelle qui consiste à recourir à des formes collectives d'analyse connues sous le nom de « data sessions » (Harris et coll., 2012).…”

Section: L'analyse Collective Des Interactions Comme Pratique De Form...unclassified

Working under the gaze of others: An interactional skill?

Filliettaz

Zogmal

2022

Revue des sciences de l’éducation

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Cet article vise à mieux faire connaitre le travail réel des éducatrices de l’enfance en montrant que le sujet des compétences requises ou mobilisées n’est pas circonscrit par les référentiels de formation et les politiques publiques en matière d’éducation de l’enfance en contexte institutionnel. À partir du concept de « compétence d’interaction », l’article met l’accent sur la nature langagière et plus généralement interactionnelle des compétences. Il montre comment celles-ci peuvent être développées au moyen de la formation continue. Il ressort de cette recherche que les éducatrices s’orientent vers la nature « théâtrale » de leur travail et qu’elles tentent d’accroitre la visibilité de ce qu’elles font à travers les usages de la voix.

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“…Au cours des années passées, différentes expérimentations ont été menées dans ce sens, et qui ont visé à former des professionnels à des méthodes d'observation et d'analyse d'interactions multimodales accomplies en contexte de travail. Conduites notamment dans les domaines de l'éducation de l'enfance (Durand & Trébert 2018;Trébert & Durand 2019;Zogmal & Durand 2020), ces démarches ont visé, au moyen d'une "éthique de la collaboration", à accompagner des professionnels à l'identification et au développement de leurs compétences d'interaction au moyen d'une pratique réflexive outillée par l'utilisation de données audio-vidéo en formation.…”

Section: La Formation Par L'analyse Collective Des Interactionsunclassified

"Vraiment c'était un moment très riche" : Apprendre à analyser des interactions langagières en contexte de travail et de formation

Filliettaz¹,

Zogmal²

2021

TRANEL

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In recent years, early language promotion programs have become very popular in early childhood institutions. However, the outcomes and sustainability of such programs cannot be secured unless issues related to the continuing education of sta ff members are seriously taken into consideration. Based on these premises, this article presents a trai ning methodology aligned with the principles of video-based interaction analysis, implemented in the canton of Geneva in connection with a program entitled Parle avec moi (PAM). An analysis of empirical data collected during training sessions involving a group of experienced early childhood educators highlights the various types of knowledge about language that are used during collective analysis sessions, and the dynamic transformation of perspectives observable as professionals interact about the situations they encounter at work. More globally, this approach also questions the relations of continuity or tension that might arise in this training context between different theoretical constructs about language, how it can be used and acquired.

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De l’observation des enfants à l’analyse interactionnelle : contributions de la recherche à la formation continue des éducateurs et éducatrices de l’enfance

Abstract: Cet article est un hommage à Isabelle Durand, notre chère collègue trop tôt disparue. Isabelle Durand a activement contribué à la production de cet article, avant d'être emportée par une longue maladie.

Cited by 16 publications

References 17 publications

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Working under the gaze of others: An interactional skill?

"Vraiment c'était un moment très riche" : Apprendre à analyser des interactions langagières en contexte de travail et de formation

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