Abstracts
Résumé
Cette étude de cas fait partie d’un programme de recherche plus large ayant pour ambition d’apprécier l’efficacité du principe de l’alternance sur la formation professionnelle d’enseignants novices. Réalisée dans le cadre d’une conception théorique originale de la formation structurée à partir de postulats empruntés à une théorie générale de l’apprentissage (Nelson, 2008) et de l’action collective (Wittgenstein, 1996), cette étude de cas situe les retombées d’une alternance entre des séquences de formation et de pratique professionnelle massées dans le temps sur la formation d’enseignants. Des pistes pour optimiser ce type de dispositif de formation sont finalement proposées.
Mots-clés :
- formation professionnelle des enseignants,
- alternance,
- théorie de l’action,
- règle,
- expérience
Abstract
This study was part of a much broader research project in France. It evaluated the various alternating work/work analysis programs for teaching training. Based on a general theory of learning (Nelson, 2008) and on a collective action (Wittgenstein, 1996), this case study specifies the effects of an alternation between sequences of training and periods of condensed classroom on the training of preservice teachers. Ideas to optimize this type of alternating training are finally proposed.
Keywords:
- teacher education,
- alternating training,
- theory of action,
- rules,
- experience
Resumen
Este estudio de caso forma parte de un programa de investigación más amplio que se propone evaluar la eficiencia del principio de la alternancia sobre la formación profesional de futuros docentes. Realizado en el marco de una concepción teórica original de la formación estructurada a partir de postulados fundamentados en una teoría general del aprendizaje (Nelson, 2008) y de la acción colectiva (Wittgenstein, 1996), este estudio de caso plantea las repercusiones de una alternancia entre secuencias de formación y de práctica profesional concentradas en el tiempo sobre la formación docente. Por terminar, se proponen pistas para optimizar este tipo de dispositivo de formación.
Palabras clave:
- formación docente,
- formación por alternancia,
- teoría de la acción,
- reglas,
- experiencia
Appendices
Bibliographie
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