Devenir des enseignants et formateurs professionnels dans une ‘organisation apprenante’? De l'utopie à la réalité!

Paquay, Léopold

doi:10.1080/02619760500093099

Cited by 23 publications

(8 citation statements)

References 14 publications

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“…Or, comme nous avons pu le préciser, c'est justement dans le cadre d'un renforcement du lien entre ces deux entités que la formation des EF, des T mais aussi des SU devrait être pensée (Bullough, 2005 ;Cochran-Smith, 2003 ;Scherff & Kaplan, 2006 ;Twombly et al, 2006). Nombreuses sont en effet les études qui soulignent la nécessaire articulation de la formation professionnelle de chacun de ces acteurs avec l'instauration d'une communauté professionnelle des tuteurs (professional mentor community) (Carvez & Catz, 2004) ou d'un travail d'équipe collaboratif (Coronel et al, 2003 ;Paquay, 2005). La mise en oeuvre de cette collaboration collégiale (Bullough, 2005) permettrait en effet de rompre l'isole-ment des T et des SU confrontés au quotidien à la complexité de leur activité (Strong & Baron, 2004 ;Wang & Odell, 2007), de mutualiser leurs expériences et leurs ressources (Feiman-Nemser, 2001) et de les faire tendre vers un objectif commun : l'optimisation de la formation des EF .…”

Section: Conclusion : La Nécessite De Formation Des Tuteursunclassified

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Chaliès¹,

Cartaut²,

Escalié³

et al. 2009

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Former à accueillir les élèves en situation de handicap L'utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d'expérience The usefulness of the mentoring system for young teachers: the evidence of a 20 years' experience La utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experiencia Die Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung

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Section: Conclusion : La Nécessite De Formation Des Tuteursunclassified

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Chaliès¹,

Cartaut²,

Escalié³

et al. 2009

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“…The results of our study suggest that collaboration between a co-operating teacher, other teachers, and the university supervisor in a supportive school setting (Mule 2006) provides the conditions for encouraging and guiding the professional development of pre-service teachers. This perspective is in line with the recent reforms on the mentoring of pre-service teachers in schools, considered as training spaces or 'learning organizations' (Paquay 2005).…”

Section: Discussionmentioning

confidence: 95%

Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development

Moussay¹,

Flavier²,

Zimmermann³

et al. 2011

European Journal of Teacher Education

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This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher's professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers' power to act. It provides a source for transforming traditional mentoring methods in teacher training. IntroductionThis study is part of a much larger research programme 1 to reform teacher training in France. The specific aim of this study was to examine professional development of a pre-service teacher in order to improve the organisation and contents of this reform. The notion of professional development is currently undergoing a renewal of interest in the field of adult training (Borko 2004;Marcel 2009) for two likely reasons: training quality needs to improve to meet the expectations of the educational system; and greater insight into how teachers learn to teach will enhance training programmes. In the broader research programme, professional development is defined in relation to the processes by which pre-service teachers learn professional actions. This entails identifying how they construct actions for thinking about their teaching activity and for acting efficiently in the classroom as they interact with others. From this perspective, professional development is conceived as processes of internalisation (Matusov 1998) and social and cultural mediation (Bruner 1991) that contribute to transforming professional activity.

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“…El locus de los procesos reflexivos fue lo colectivo (Rodrigo, 1993) y no lo individual, asumiendo una perspectiva de creciente relevancia (Saussez, Ewen, & Girard, 2001;Paquay, 2005;Saussez).…”

Section: En Los Procesos Reflexivos Que Los Profesores Realizan En Suunclassified

“…Estos cambios tienen como requerimiento esencial, contar con condiciones de gestión que lo favorezcan (Paquay, 2005); como al mismo tiempo, los cambios en los sujetos, específicamente en sus concepciones, crean conocimiento que lleva a cambiar las organizaciones (Marcelo, 2005;Nonaka & Takeuchi, 1999).…”

Section: El Desarrollo Profesional Del Profesorunclassified

Reflexión colectiva sistemática: un estudio orientado al desarrollo profesional docente

Catalán-Ahumada

Castro

2016

Psicol. Esc. Educ.

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ResumenEste trabajo expone el curso seguido por una intervención para desarrollar reflexión colectiva sistemática, en reuniones de profesores de un establecimiento público de educación media de La Serena, Chile y las posibilidades de cambio a partir de ella. Se utilizó una metodología cualitativa, donde se emplearon observaciones de reuniones de trabajo, entrevistas y bitácoras de investigadores. El análisis de datos consistió en síntesis descriptivas y análisis de contenido, con apoyo del programa computacional Atlas-Ti. Los resultados pusieron de manifiesto la potencialidad de la intervención para desarrollar reflexión colectiva sistemática; la apropiación que hicieron los profesores de sus teorías subjetivas, como también, las dificultades y requerimientos de la cultura escolar para realizar procesos de reflexión.Palabras clave: Subjetividad; trabajo docente; desarrollo profesional. Collective systematic reflection:an oriented teacher profesional development study AbstractThis study analyzed the course of an intervention aimed at developing a systematic collective reflection among educators of a vocational secondary educational establishment. The process of intervention was conducted during profesional meetings between educators, in which the discussions centered on their daily tasks, and the posible changes that may stem from such intervention. The design of the study here in is a case study of a process of intervention. While this study was descriptive-interpretative in nature and included substantive aspects aimed at altering teaching practices. Data was collected through observation of work meetings, interviews and investigator logs. Data analysis consisted of descriptive summaries and content an alysis, with the aid of the computer program Atlas-Ti. The results indicate that the process of intervention has prospects for developing a systematic collective reflection. Lastly, it is clear that there exist difficulties and requirements within the school setting in order to

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Devenir des enseignants et formateurs professionnels dans une ‘organisation apprenante’? De l'utopie à la réalité!

Cited by 23 publications

References 14 publications

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development

Reflexión colectiva sistemática: un estudio orientado al desarrollo profesional docente

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