Quels indicateurs permettent d’inférer des processus d’apprentissage et/ou de développement professionnel à partir des discours (écrits) des étudiants produits dans l’alternance ? Et quelles médiations – intériorisées par les étudiants – influencent ces processus ? Pour répondre à ces questions, nous envisageons le développement professionnel à partir des médiations, de la réflexivité et des régulations qui y conduisent. Nos analyses de discours s’appuient sur des textes réflexifs produits par des enseignants en formation. Elles croisent des critères relatifs à la construction des savoirs professionnels, aux niveaux de réflexivité, aux systèmes de régulation et aux genres de médiations. Nous relevons ainsi des indices de développement dans les énoncés des étudiants ainsi que des traces des médiations. Au final, les textes peuvent se catégoriser selon différents rapports entre objectivation-adaptation et subjectivation-développement : acquisition du savoir, appropriation-adaptation, internalisation et « expertise ».
How can students’ written discourses serve as traces to infer their learning processes and/or their professional development processes? Which mediations internalized by the students influence this process? In order to answer these questions we consider professional development as resulting from mediations, regulations and reflexivity. Student teachers’ reflexive writings form the basis of our discourse analyses. These analyses take into account traces of professional knowledge building, of systems of regulations, of levels of reflexivity and of mediations. Eventually, these texts can be categorized according to different relations between objectivation-adaptation and subjectivization-development: acquisition of knowledge, appropriation-adaptation, “ongoing internalization” and “expertise”
recherche en éducation, vol. 8, n o 1, 2005, p. 41 à 63 Sabine Vanhulle Université de LiègeRésumé : L'article présente une intervention auprès d'instituteurs en formation initiale visant à développer leur maîtrise et leurs représentations de la lecture-écriture dans le sens de la complexité, à partir d'interactions sociales et de démarches d'écriture réflexive. Une analyse ultérieure des textes réflexifs a permis de dégager des pistes pour décrire des démarches de subjectivation de savoirs didactiques. Elle montre l'importance des tensions vécues par les étudiants au fil des tâches en tant que constitutives du processus par lequel chacun peut parvenir à décliner les savoirs en « je » pour les incorporer dans son projet professionnel. L'identification d'opérations mentales et langagières au fil des discours écrits met également en évidence cinq types de parcours réflexifs menant de manière variable à la subjectivation.Abstract -This article reports on an intervention carried out with student teachers to enhance complexity in their mastery and representations of reading and writing through social interactions and reflective writing processes. Subsequent analysis of the reflective texts yielded approaches to describing processes for the subjectivization of instructional knowledge. This analysis demonstrates the significance of the tensions experienced by students as constitutive of the process that enables every individual to reach the point of linking new knowledge to the « I » and incorporating it into her or his professional project. The identification of mental and linguistic operations traceable in the texts reveals five types of reflective paths that lead to subjectivization in varying ways.
ABSTRACT. This paper is based on an intervention study. It deals with research that tackles the development of professional knowledge appropriation in future teachers before they teach reading and writing (or ''literacy'') in primary classrooms (ages 6-12). During the intervention, peer discussion and reflective writing tasks were organized so that students think about what it means to teach reading and writing today, in theoretical and practical terms. Each student collected many reflective texts in a personal portfolio. After the intervention, a second phase of research began. We created qualitative tools to describe and interpret how these pre-service teachers had progressively built professional knowledge about literacy teaching. First, we established five ''clusters'' from indicators such as students' initial and final attitudes towards reading and writing, involvement in the training activities and progression in semiotic and reflective abilities. Then, we selected five students' portfolios (one per cluster) and proceeded to the written discourse analysis. This analysis was based on a listing of the three main categories that concerned the topics the students developed from one text to another: the reflective operations visible in the texts; and the linguistic ways of enunciation. Five different reflective pathways were
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.