Un programme de recherche technologique en formation des adultes

Durand, Marc

doi:10.4000/educationdidactique.373

Cited by 104 publications

(91 citation statements)

References 19 publications

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“…The course-of-action approach is based on the enactive perspective of Maturana and Varela (1987) and the assumption that any practice gives rise to experience, that is, the individuals' processing of experiences that is partially expressible in self-confrontation (Theureau 2004a). Within this framework, the unit of analysis is the coupling between activity and situation, with activity being considered as autonomous and self-constructive (Durand 2008(Durand , 2011(Durand , 2013Poizat et al 2013). This approach has led researchers to conceptualise activity transformation in terms of appropriation and/or individuation (Durand and Poizat 2015 volume;Poizat 2015).…”

Section: Activity As a Source Of Unity And Diversitymentioning

confidence: 99%

“…This configuration is characterised by two aspects: (1) it recognises and exploits the two simultaneous and interdependent facets of human activity (i.e. production and construction), and (2) it assumes that there is a mutual structuring and inherent link between empirical research and technological research, oriented towards training design (Durand 2008). This means that the same assumptions underlie both empirical and technological researches and that the two programmes validate or invalidate each other.…”

Section: Work Analysis As Design-based Researchmentioning

confidence: 99%

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Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

Filliettaz

Billett

Bourgeois

et al. 2015

Professional and Practice-Based Learning

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This chapter offers an overview of the field of Francophone research on learning through work and is intended as a platform for presenting a delineation of this field. Research on learning through work tends to privilege cultural and historical factors. Whilst this privileging is not always formulated explicitly in the chapters within this volume, this premise needs to be acknowledged to appraise the particular contributions of Francophone researchers. This privileging of cultural and historical factors is, however, useful for the reader to establish connections between chapters and across the different Francophone perspectives they propose. More specifically, this chapter presents a range of research traditions that have secured important places within the French-speaking research community, as illustrated in the following chapters. This overview aims at explaining the disciplinary background underlying these traditions and identifying key premises and concepts and specific research and training methods that have emerged in that particular context. The chapter also attempts to illuminate the specific conceptions of learning these traditions are built on and have contributed to promote.To achieve that outcome, three research traditions are described, in relation to their historical and cultural backgrounds, key ideas and methodological focuses. The first of these three traditions comprises what is referred to as Francophone ergonomics and the epistemology of the so-called work analysis. The historical and

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Section: Activity As a Source Of Unity And Diversitymentioning

confidence: 99%

Section: Work Analysis As Design-based Researchmentioning

confidence: 99%

Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

Filliettaz

Billett

Bourgeois

et al. 2015

Professional and Practice-Based Learning

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“…Este marco metodológico se enraíza en la ergonomía cognitiva francófona (Clot, Faïta, Fernandez y Scheller, 2001;Durand, 2008;Theureau, 2010) y conoce un gran desarrollo en el ámbito francófono de la formación del profesorado (Ria y Leblanc, 2011;Lussi Borer, Muller, Ria, Saussez y Vidal--Gomel,2014).…”

Section: Metodología De Análisis De La Actividadunclassified

Autoconfrontación a la propia actividad de enseñanza. Formación e investigación de la formación

Amezua

Eizagirre

Arana

et al. 2017

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Contacto:Idurre Alonso Amezua, ialonso@mondragon.edu, Mondragon Unibertsitatea, Dorleta 20540 Eskoriatza. Esta investigación es parte del proyecto EDU2012--37889. Asimismo, el análisis del corpus que se muestra ha sido facilitado por la Red HIPREST (asociada a la Cátedra de la Unesco: Former les enseignants au XXIème s.) de la que somos miembro. La Red está conformada por la Universidad del Pais Vasco y Mondragon Unibertsitatea. ResumenPartimos de un posicionamiento epistemológico accional, praxiológico que toma la actividad humana (aquí la enseñanza de las lenguas y la formación) en tanto objeto de estudio. La formación inicial del profesorado se aborda en tanto proceso en devenir, en relación con dispositivos de formación que se conciben y examinan con vistas a favorecer el desarrollo de la acción de los formados. Los elementos teóricos convocados provienen de diversos modelos de la acción y de la actividad humana, en particular la teoría de la acción social.Los métodos de investigación y de formación que se emplean tienen como finalidad la producción de trazas de la actividad, al tiempo que proporcionan espacios adecuados para su análisis por los actores. Las grabaciones -principalmente en vídeo --se utilizan para realizar entrevistas de autoconfrontación que son a su vez momentos propicios para la producción de significados en relación con las actividades observadas.Los primeros resultados obtenidos muestran algunas de las actividades típicas realizadas por estudiantes durante el Practicum en relación con la enseñanza de lenguas y los fenómenos formativos producidos. Estos resultados son empleados a su vez para acondicionar los entornos de formación basados en el análisis de la actividad docente. Palabras claveFormación inicial del profesorado; video formación; actividad humana; tipificación.Self--confrontation of own teaching activity. Training and research on training AbstractThe starting point of this work is an epistemological, actional and praxiological position that adopts human activity (language teaching and training, in this case) as the object of study. Teachers' initial training is dealt with as a developing process related to training devices conceived and analysed with the aim of enabling the development of trainees' action. The assembled theoretical elements result from different models of action and human activity, especially from the theory of social action (Schütz, 1950).Research and training methods that have been used aim at generating traces of activity as long as providing appropriate opportunities for agents to analyse them. Recordings --especially video--recordings--are used for self--confrontation interviews that supply adequate instances to produce meanings related to observed activities.The first results show some of the typical activities in language learning that students have carried out during their Practicum period and the generated training phenomena. Those results are, subsequently, used to set up training--environments based on the analysis of teaching--activity.

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“…Ce courant ouvre sur diverses perspectives pour la formation, dont nous avons proposé une formalisation d'ensemble en termes de recherches technologiques, et de perspectives pour la conception des situations éducatives (Durand, 2008(Durand, , 2012. Parmi celles-ci, deux sont illustrées ici.…”

Section: L'analyse De L'activité En Vue De La Formationunclassified

“…(Leblanc, 2012). Ces cas leur offrent des possibilités d'expériences mimétiques (Durand, 2008 ;Leblanc et Sève, 2012), de même nature que celle identiiée dans les formations par simulation (Horcik et Durand, 2011 ;Horcik et al, 2014), et dont nous faisons l'hypothèse qu'elle est une source essentielle d'apprentissage professionnel (Durand et al, 2013).…”

Section: Un Engagement Et Une Expérience Mimétiquesunclassified

The Néopass@ction platform : product and witness of an anthropotechnological aproach in education

Durand¹

2014

rechercheformation

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Un programme de recherche technologique en formation des adultes

Cited by 104 publications

References 19 publications

Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

Autoconfrontación a la propia actividad de enseñanza. Formación e investigación de la formación

The Néopass@ction platform : product and witness of an anthropotechnological aproach in education

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