What life experieces tell us about professionnal identity and relation to knowledge

Author(s):

cecilia mornataKatja Vanini

Conference:

ECER 2008

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 10C, Learning Careers, Competence Development and Life Long Learning (Part 5)

Paper Session

Time:

2008-09-12

14:45-16:15

Room:

B2 235

Chair:

Barbara E. Stalder

Contribution

In this paper we would like to cross two different researches about individual experiences in adult life. The first research focuses on the construction of professional identity of new teachers. Its purpose is to analyse how the professional status of a teacher is created, by considering it as a construction taking place during a large span in his life course. Particularly it explores how they tell significant life experiences during their first year as professionals. Vanini (2007a, 2007b) wants to understand more profoundly how different forms of identity can take place during this sensitive period in a teacher’s career. The second research relates about the way individuals interact with knowledge. Mornata (2007, 2008) defines this particular interaction as a result of an individual epistemological process built up through life experiences (Charlot, 1997; Charlot, Bautier & Rochex, 2000; Beillerot, 1996; Beillerot, Blanchard-Laville & Mosconi, 2000). Those experiences modify continually the individual meaning of knowledge. Therefore, Mornata (2007, 2008) tries to understand the link between this meaning and personal experiences, to better explain individual interaction to knowledge. Both researches try to better understand the role of experiences in human development and how individual awareness about own practices takes place. The common hypothesis is that the construction of professional identity of an individual and his interaction with knowledge are strongly linked with the concept of experience. Therefore, the intent is to cross in this paper the two research methods and data, trying to understand how they are linked and how is it possible to think adult training differently.

Method

From an epistemological point of view, the approaches chosen are comprehensive (Apel, 2000; Schurmans, 2006; Charmillot & Dayer, 2007). The methodology is inspired by biographical approaches (Dominicé, 1990; Delory-Momberger, 2005; Lainé, 1998; Baudouin, 2003) and sociological theories about experience (Dubet, 1995, 2007; Martuccelli, 2007; Lahire, 2001; Rochex, 2000). Three different research instruments have been developed. To collect data about professional identity and experiences a biographical portfolio is used, composed by two biographical interviews and a large range of type of documents: writings referring to the teacher training, personal writings like diaries or logs, reflection writings, class planning, pupil’s works, etc., chosen by the teacher himself according to what makes sense for him. To collect data about individual meaning of knowledge and experiences a biographical tool and a semi-directive interview are used. The first one explores narration about life in a restrictive setting, obliging people to select some of their own experiences to narrate their whole life. The second one allows the person interviewed to talk about the meaning of knowledge for her. The aim is to cross them in order to determine the personal pattern about knowledge. The data analysed in this paper are two teacher’s portfolio, two biographical interviews linked to two interviews about individual interaction with knowledge. A qualitative content analysis is used in this purpose.

Expected Outcomes

The two studies mentioned above have one same final aim: offer new perspectives about adult training. By crossing the analyses, we want to present the links between identity and personal representation about knowledge, and the importance of considering them in an integrated way. The major expected outcomes are patterns emerging from speeches about experiences : how people make sense of those life events? How do they transform their acting in different situations as a consequence of a new consciousness about their identity and interaction to knowledge? Both projects allow training design perspectives that will be presented in our paper

References

Apel, K.O. (2000). Expliquer – comprendre. La controverse centrale en sciences humaines. Paris : Editions du Cerf. Baudouin, J-M. (2003). De l’épreuve autobiographique. Thèse de Doctorat. Genève : FPSE. Beillerot, J. (1996). Savoir former. Le rapport au savoir dans les démarches d’apprentissage. Paris : Sciences humaines-Demos. Beillerot, J., Blanchard-Laville, C., Mosconi, N. (2000). Formes et formations du rapport au savoir. Pars : L’Harmattan. Charlot, B. (1997). Du rapport au savoir : éléments pour une théorie, Paris, Anthropos, Charlot, B., Bautier, E., Rochex, J-Y. (2000). Ecole et savoir dans les banlieues…et ailleurs. Paris : Bordas pédagogie. Charmillot & Dayer (2007). Démarche compréhensive et méthodes qualitatives : clarifications épistémologiques. Recherches Qualitatives. Hors série. N°3 Delory-Momberger, C. (2005). Histoire de vie et Recherche biographique en éducation. Paris: Anthropos Dominicé, P. (1990) L’histoire de vie comme processus de formation. Paris : L’Harmattan. Dubet, F. (1995). Sociologie de l’experience. Paris: Seuil. Dubet, F. (2007). L’expérience sociologique. Paris: La Découverte. Lahire, B. (2001). L’homme pluriel, les ressorts de l’action. Paris : Hachette. Lainé, A. (1998) faiure de sa vie une histoire.Théories et pratiques de l’histoire de vie en formation. Paris: Desclée de Brouwer. Martuccelli, D. (2007). Forgé par l’épreuve. Paris: Armand Colin. Mornata, C. (2007). Le rapport au savoir, un processus de construction de sens. Manuscrit non publié, Université de Genève, Section des sciences de l’éducation. Mornata, C. (2008). Le rapport au savoir, quand l’expérience prend sens. Manuscrit soumis pour publication. Rochex, J.-Y. (2000). Expérience scolaire et procès de subjectivation. L’élève et ses milieux. Habilitation à Diriger des recherches, Note de synthèse. Université Paris 8. Schurmans, M.-N. (2006). Expliquer, interpréter, comprendre. Le paysage épistémologique des sciences sociales. Genève : Carnets des sciences de l’éducation. Vanini, K. (2007a). Identités en formation : l’entrée en je(u). Des matériaux biographiques multiples dans l’analyse des constructions identitaires. Le cas des enseignants débutants. In Le biographique, la réflexivité et les temporalités. Colloque. Tours : Université François-Rabelais (juin 2007 – communication acceptée). Vanini, K. (2007b). Les débuts dans la profession d’enseignant : dimensions biographiques et formes identitaires. Manuscrit non publié, Université de Genève, Section des sciences de l’éducation.

Author Information

cecilia mornata

University of Geneva

FPSE/SSED

genève

Katja Vanini

University of Geneva

Education

Carouge

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