L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable »
The theoretical locus of our research is professional didactics: among other goals, we strive to understand what a teacher may learn from the analysis of his or her own professional activity. We approach the issue by attempting to specify the type of collaboration that we might suggest to two profes...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2010-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/ree/8744 |
| _version_ | 1797996321221640192 |
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| author | Isabelle Vinatier |
| author_facet | Isabelle Vinatier |
| author_sort | Isabelle Vinatier |
| collection | DOAJ |
| description | The theoretical locus of our research is professional didactics: among other goals, we strive to understand what a teacher may learn from the analysis of his or her own professional activity. We approach the issue by attempting to specify the type of collaboration that we might suggest to two professional teachers for the subsequent analysis of their work. Such a collaboration embraces both research and training issues: its goal is to allow the professionals to analyze their behavior subjectively during a debate that they conducted for themselves and not in reference to a model of standard practice. The comparison of these interviews in which each participant – Ch, a teacher with six years of experience and Pl, a professional considered to be an expert (a pedagogical counselor) – “explains” himself or herself to the other allows them to measure how and to what extent the temporal dimension of experience is operative for the subjects themselves (as well as for their students). In this way, the length of experience is articulated with the time required to transform experience into explicit knowledge. Ch is concerned with managing the effect of her conduct in the classroom in relation to his intentions, while Pl exhibits the need to formalize his knowledge-based experience. The comparative use of video and the researcher’s analysis of transcripts of the debate session demonstrates that the professionals admit that the analysis of the session the researcher proposed to them as a framework for conceptualizing their practice proved to be a richer critical tool than using only the video |
| first_indexed | 2024-04-11T10:15:39Z |
| format | Article |
| id | doaj.art-ec83006870fb4662a352c76a9f6ca700 |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-04-11T10:15:39Z |
| publishDate | 2010-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-ec83006870fb4662a352c76a9f6ca7002022-12-22T04:29:58ZfraNantes UniversitéRecherches en Éducation1954-30772010-06-0110.4000/ree.8744L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable »Isabelle VinatierThe theoretical locus of our research is professional didactics: among other goals, we strive to understand what a teacher may learn from the analysis of his or her own professional activity. We approach the issue by attempting to specify the type of collaboration that we might suggest to two professional teachers for the subsequent analysis of their work. Such a collaboration embraces both research and training issues: its goal is to allow the professionals to analyze their behavior subjectively during a debate that they conducted for themselves and not in reference to a model of standard practice. The comparison of these interviews in which each participant – Ch, a teacher with six years of experience and Pl, a professional considered to be an expert (a pedagogical counselor) – “explains” himself or herself to the other allows them to measure how and to what extent the temporal dimension of experience is operative for the subjects themselves (as well as for their students). In this way, the length of experience is articulated with the time required to transform experience into explicit knowledge. Ch is concerned with managing the effect of her conduct in the classroom in relation to his intentions, while Pl exhibits the need to formalize his knowledge-based experience. The comparative use of video and the researcher’s analysis of transcripts of the debate session demonstrates that the professionals admit that the analysis of the session the researcher proposed to them as a framework for conceptualizing their practice proved to be a richer critical tool than using only the videohttp://journals.openedition.org/ree/8744analysis of professional practiceeducational research |
| spellingShingle | Isabelle Vinatier L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » Recherches en Éducation analysis of professional practice educational research |
| title | L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » |
| title_full | L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » |
| title_fullStr | L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » |
| title_full_unstemmed | L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » |
| title_short | L’entretien de co-explicitation entre chercheur et enseignants : une voie d’émergence et d’expression du « sujet capable » |
| title_sort | l entretien de co explicitation entre chercheur et enseignants une voie d emergence et d expression du sujet capable |
| topic | analysis of professional practice educational research |
| url | http://journals.openedition.org/ree/8744 |
| work_keys_str_mv | AT isabellevinatier lentretiendecoexplicitationentrechercheuretenseignantsunevoiedemergenceetdexpressiondusujetcapable |