Coanalyse des interactions tutorales et communication en contexte de formation professionnelle des éducatrices de l’enfance : regards croisés sur la fonction de référente professionnelle
This paper discusses the role of guidance provided by workplace supervisors in the context of vocational training of early childhood educators in Switzerland. It focuses on the role of communication in learning processes in the conditions of professional practice. Six tutors, or “professional refere...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Université du Québec à Montréal
2016-12-01
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| Series: | Communiquer |
| Subjects: | |
| Online Access: | https://journals.openedition.org/communiquer/2055 |
| Summary: | This paper discusses the role of guidance provided by workplace supervisors in the context of vocational training of early childhood educators in Switzerland. It focuses on the role of communication in learning processes in the conditions of professional practice. Six tutors, or “professional referents”, have been observed and video recorded in the daily guidance of trainees. These recording have been submitted to a process of coanalysis conducted by the group of referents. The paper highlights the objects of concern that face the referents when they accompany the trainees in the effervescence of educational activities involving young children. It notes tensions on several structuring axes of the tutoring activity: 1) the level of engagement of the trainees; 2) the degree of involvement of the referents in the conduct of educational activities; 3) the ways in which elements of knowledge can be brought to the attention of the trainees. |
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| ISSN: | 2368-9587 |