L'intégration des savoirs théoriques, pratiques et d'autorégulation chez les apprenants : analyse de l'activité d'enseignants en formation professionnelle et contribution à la formation à l'enseignement.

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Autor/Urheber	Anabelle Viau-Guay
Institution	Association Recherche et Pratique sur les Activités
Titel	L'intégration des savoirs théoriques, pratiques et d'autorégulation chez les apprenants : analyse de l'activité d'enseignants en formation professionnelle et contribution à la formation à l'enseignement.
Quelle	In: 1765-2723; doi:10.4000/activites.965; Activités, Vol 11, Iss 2 (2014)(2014) PDF als Volltext kostenfreie Datei
Sprache	englisch; französisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.4000/activites.965
Schlagwörter	vocational education; teaching; activity analysis; theory-practice integration; Psychology; Social Sciences; H
Abstract	Vocational education programs aim to train "smart users" (Tilman, 1994) equipped not only from a practical and professional attitude standpoint, but also on a theoretical level. However, this requirement presents a number of challenges for teachers. We thus posed the following research questions: 1) What are vocational education teachers concerned about when teaching? How are these concerns reflected in their teaching activity? 2) In what ways do these concerns echo the requirement of theory-practice integration? How might these teachers be better supported in this regard, both in pre and in-service training? The activity of two teachers was observed over the course of three days. The observations were supplemented by pre- and post-observation interviews. Activity segments considered to be significant to the participants were analyzed from the perspective of "semiological course-of-action theory" (Theureau, 2006) in order to highlight their particular concerns (commitments). Results indicate that the main concerns of participants are related (in order of importance) to the students (to promote deep learning, to prepare them for their future jobs, to develop their autonomy), to the program and, to a lesser extent, to the teachers themselves. The activities carried out by the teachers demonstrated the need to reconcile all of these concerns in real-life situations. The concern for theory-practice integration was prevalent among the participants. Nevertheless, the results highlight the importance of pre-service teacher programs properly equipping teachers in this respect.
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