“…Analysis of the activity of transmission/sharing knowledge and know-how in work situations (tutorship, trade guilds, etc. ;Cloutier, Fournier, Ledoux, Gagnon, Beauvais, & Vincet-Genod, 2012;Delgoulet, Largier, & Tirilly, 2013;Gaudart, Delgoulet, & Chassaing, 2008;Thébault, Gaudart, Cloutier, & Volkoff, 2012;Thébault, Delgoulet, Fournier, Gaudart, & Jolivet, 2014) or during initial or further training (Anastassova & Burkhardt, 2009;Messing, Escalona, & Seifert, 1996;Rogalski, 2003;Veyrac & Asloum, 2009;Viau-Guay, 2014;Vidal-Gomel, Boccara, Rogalski, & Delhomme, 2012) in order to characterise interactions between trainers/teachers and trainees, to propose pedagogical tools which are relevant to situations and needs, or organisational arrangements which facilitate the joint activity of learning in work or training situations; 4. Training in and through the analysis of work done by actors in the fields of healthcare and occupational risk prevention or employee representation to transform their representations of the job and of the actions to engage in (Gaudart et al, 2012;Hubault, Noulin, Dupont, & Mélier, 1994;Teiger & Lacomblez, 2013;Wendelen, 1996); these works have also led to reflection on the evaluation of such programmes and their effects (Berthelette, 1995;Desnoyers, Berthelette, Gourde, & Authier, 1997;Lang, 2013;Montreuil, Brisson, Arial, & Trudel, 1997).…”