Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs?
In an engineering French school, in view of the opening of a new method of training students named « Work-based training », the two authors of the article proposed an Intervention Research with teachers-researchers at this school. The aim was twofold: to accompany them in the implementation of a ped...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/4133 |
| _version_ | 1797309013654765568 |
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| author | Anaïs Loizon Marie David |
| author_facet | Anaïs Loizon Marie David |
| author_sort | Anaïs Loizon |
| collection | DOAJ |
| description | In an engineering French school, in view of the opening of a new method of training students named « Work-based training », the two authors of the article proposed an Intervention Research with teachers-researchers at this school. The aim was twofold: to accompany them in the implementation of a pedagogy of alternation; to put collectively under observation this period of change and its potential effects on their own teaching activity. Conceived as an observatory of the activity of teacher-researchers and the conditions of its development, the device was deployed with five volunteer teacher-researchers. It was initiated by five training sessions and semi-structured interviews carried out six months after the opening of apprenticeship training. Inscribed in a professional didactic approach, the article reports on the analysis of the activity of these teacher-researchers produced from the proposed training situations and the interviews conducted. While the training undertaken allows for initial re-conceptualizations of the action, it faces some obstacles. It cannot remove certain obstacles linked on the one hand, to "representations taken as true" linked to the profession and role of the teacher-researcher, to the nature of the knowledge to be transmitted, for example; on the other hand, certain limits to action linked to the work environment: organisational, institutional and statutory logic. |
| first_indexed | 2024-03-08T01:20:03Z |
| format | Article |
| id | doaj.art-6ff6048082a449cb965303a5cffd10f5 |
| institution | Directory Open Access Journal |
| issn | 2076-8427 |
| language | fra |
| last_indexed | 2024-03-08T01:20:03Z |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj.art-6ff6048082a449cb965303a5cffd10f52024-02-14T14:27:58ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84273810.4000/ripes.4133Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs?Anaïs LoizonMarie DavidIn an engineering French school, in view of the opening of a new method of training students named « Work-based training », the two authors of the article proposed an Intervention Research with teachers-researchers at this school. The aim was twofold: to accompany them in the implementation of a pedagogy of alternation; to put collectively under observation this period of change and its potential effects on their own teaching activity. Conceived as an observatory of the activity of teacher-researchers and the conditions of its development, the device was deployed with five volunteer teacher-researchers. It was initiated by five training sessions and semi-structured interviews carried out six months after the opening of apprenticeship training. Inscribed in a professional didactic approach, the article reports on the analysis of the activity of these teacher-researchers produced from the proposed training situations and the interviews conducted. While the training undertaken allows for initial re-conceptualizations of the action, it faces some obstacles. It cannot remove certain obstacles linked on the one hand, to "representations taken as true" linked to the profession and role of the teacher-researcher, to the nature of the knowledge to be transmitted, for example; on the other hand, certain limits to action linked to the work environment: organisational, institutional and statutory logic.https://journals.openedition.org/ripes/4133enseignement supérieurpédagogie de l’alternanceenvironnement de travailactivitéenseignants-chercheurspotentiel d’apprentissage |
| spellingShingle | Anaïs Loizon Marie David Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? Revue Internationale de Pédagogie de l’Enseignement Supérieur enseignement supérieur pédagogie de l’alternance environnement de travail activité enseignants-chercheurs potentiel d’apprentissage |
| title | Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? |
| title_full | Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? |
| title_fullStr | Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? |
| title_full_unstemmed | Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? |
| title_short | Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? |
| title_sort | environnement de travail en evolution quel potentiel d apprentissage et de developpement pour les enseignants chercheurs |
| topic | enseignement supérieur pédagogie de l’alternance environnement de travail activité enseignants-chercheurs potentiel d’apprentissage |
| url | https://journals.openedition.org/ripes/4133 |
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