L'audiovisuel, facteur d'innovation dans la formation des maîtres

Abstract

Audiovisual media as an innovation factor in teacher training. - The training concept as a whole in colleges of education implies the starting of system analysis about this training through audiovisual media as means of changing individual behavior and as means of institutional innovation aiming at a collective training management by trainers and trainees.

The Evolution of Training through Video in French Teacher Training Colleges

“…(12) But then we must recognize the fact that the label 'micro-teaching' covers a great variety of goods. Zay clearly shows this in a recent article which is welldocumented, in which she analyses the original evolution of training through video experiments in French normal schools (13). Comparing the characteristics of these experiments with the American models, CBTE (competency-based teacher education) or PBTE (performance-based teacher education), shows a fundamental difference of orientation, or rather, 'an orientation which is completely divergent in respect to G/PBTE.'…”

“…The criticism of the original Anglo-Saxon model would show that some modes of pedagogical functioning of the basic method, limiting their objective to acquiring know-how, would be more a part of a didactic model centred on the transmission of know-how (Model I). (13) …”

“…Comparing the characteristics of these experiments with the American models, CBTE (competency-based teacher education) or PBTE (performance-based teacher education), shows a fundamental difference of orientation, or rather, 'an orientation which is completely divergent in respect to G/PBTE.' (13) For consideration is the general typology of training proposed in 1979 by COPIE (Comite franco-quebecois pour la prospective et l'innovation en pedagogie) -1. A model centred on the acquiring of knowledge or know-how, 2.…”

“…In short, 'we cannot define (and build) a micro-situation without replacing it in a significant whole which would be on one hand the mode of functioning of the micro-teaching sessions and on the other hand, in a broader sense, its integration in the problematics of training.' (13) Contemplating the practices in a reflexive way is an essential characteristic of the process of training through video, as the problem is not a matter of training teachers by adaptation to external models. We probably could induce, through conditioning, a type of behaviour adapted to a clearly defined function.…”