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This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher's professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers' power to act. It provides a source for transforming traditional mentoring methods in teacher training. IntroductionThis study is part of a much larger research programme 1 to reform teacher training in France. The specific aim of this study was to examine professional development of a pre-service teacher in order to improve the organisation and contents of this reform. The notion of professional development is currently undergoing a renewal of interest in the field of adult training (Borko 2004;Marcel 2009) for two likely reasons: training quality needs to improve to meet the expectations of the educational system; and greater insight into how teachers learn to teach will enhance training programmes. In the broader research programme, professional development is defined in relation to the processes by which pre-service teachers learn professional actions. This entails identifying how they construct actions for thinking about their teaching activity and for acting efficiently in the classroom as they interact with others. From this perspective, professional development is conceived as processes of internalisation (Matusov 1998) and social and cultural mediation (Bruner 1991) that contribute to transforming professional activity.

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N° 25 | 2016 L'activité des enseignants face au décrochage scolaire : Quelles difficultés et quelles mises en oeuvre professionnelles ? Intervenir pour aider les enseignants dans la prise en charge des élèves décrocheurs An intervention to help teachers support student dropouts Sylvie Moussay et Véronique Blanjoie Édition électronique

Recherches en éducation N° 25 | 2016 L'activité des enseignants face au décrochage scolaire : Quelles difficultés et quelles mises en oeuvre professionnelles ?

Revue française de pédagogie Recherches en éducation 189 | octobre-novembre-décembre 2014 L'internat et ses usages, d'hier à aujourd'hui Nouvelles prescriptions du travail dans les collèges en zone d'éducation prioritaire : quelles transformations de l'activité enseignante ? New teaching regulations for schools located in educational priority areas: how has teaching changed?