Concevoir des dispositifs de formation professionnelle des enseignants à partir de l'analyse de l'activité dans une approche enactive From an analysis of teacher activity to the design of a professional training device

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Video training and processes that transform professional activity. This paper presents the main results of a longitudinal study that reveals how a novice teacher can gain work experience by proxy and by anticipation via a platform of online video training focused on analysis of the real work of teachers. To track changes in activity potentially induced by several free navigations in the presence and with the help of a researcher-interlocutor, the "course of life" of a teacher, new to the profession, in relation to the use of this platform (Theureau, 2004), was rebuilt from an ad hoc methodology. Analysis was conducted by linking consulted video resources, concurrent verbalizations during the sessions and, one month later, feedback from the experience. The results show a) local analysis of the development of a self-prescription related to the teacher's professional background, b) an overview of the reconstruction of the main professional tensions experienced in the first six months of class and revealed during navigation on the platform, and c) the effects produced on the teacher's class activity through monitoring of some of these self-prescriptions. Based on the concepts of enaction (Varela, 1989) and individuation (Simondon, 2005), we discuss these results and we propose a vision of learning-development and of integration processes within a group.

Résumé En analysant « l'activité située » de professeurs stagiaires en IUFM trois boucles d'articulation entre recherche et formation sont proposées : a) les données de recherche sur l'activité des enseignants peuvent devenir des artefacts efficaces en formation ; b) les recherches couplées à leur activité en formation permettent de modifier l'espace de formation ; c) les données de recherche sur l'activité en classe et en formation peuvent participer à la conception de dispositifs de formation innovants prenant en compte des caractéristiques récurrentes de l'activité des novices, non spé-cifiques à une discipline.

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