RÉSUMÉ -Avoir ABSTRACT -Being 20 Years Old in 2015:an exemplary experiment of theatrical mediation -This article presents an initial analysis of the educational impacts of a theatrical mediation experiment that was held during five years in the province of Quebec. The data collected from ten young Montrealers who participate in the project Being 20 years Old in 2015 reveals all the richness and complexity of the system that was put in place to offer them a privileged access to art. Interviews, a survey, and the analysis of different elements testify their unique journey while they are getting ready to step into adulthood. Even though the first results are only preliminary, they highlight the importance of that type of experiment for young adolescent in a quest of their identity and their affirmation.

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Pour soutenir le développement de compétences professionnelles à l’enseignement d’une discipline artistique, les formateurs, les enseignants et les étudiants mettent en oeuvre des moyens, des stratégies et des conditions qui pourraient y être favorables. Voici une partie des résultats d’une recherche visant à identifier ce qui favorise le développement de ces compétences chez les futurs enseignants en art dramatique. D’autres résultats liés aux facteurs qui incitent aux changements des pratiques à l’école seront traités ultérieurement. Dans cet article, nous abordons plus spécifiquement ce que les formateurs (professeurs, chargés de cours, superviseurs de stage et enseignants associés) et les étudiants font pour développer les compétences relatives à l’enseignement de l’art dramatique et ce que les enseignants ont fait ou font pour en poursuivre le développement en situation d’emploi.Teachers, professors and students deploy various means, strategies and conditions in order to support the development of professional skills in teaching the arts. This article describes part of the findings of a research aimed at identifying factors with a favourable impact on the development of these skills among future theatre teachers. Other findings, dealing with factors that encourage changes in teaching practices, will be covered in a subsequent text. The current article focuses more specifically on the approaches that instructors (professors, lecturers, training supervisors and associated teachers) and students adopt in order to develop professional skills in teaching theatre, and what teachers have done or are doing in order to continue to develop these skills in an employment context

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