02 SES 02 B, Teachers' And Trainers' Professional Development: Role Of Practice
Parallel Paper Session
During a training course, trainers and trainees develop a joint activity: the activity of each one is determined by the activity of the other participants. This paper is based on detailed analysis of the activity in continuing vocational training, according to an analysis methodology which is that of vocational didactics research field. This paper discuss the observed forms of interaction between participants in the training and learning outcomes that result.
The subjects of this research are professionals who come in training to learn to use a land management software, GIS (Geographical Information System). The research shows that the activity in training doesn't consists on the one hand, for trainers to provide knowledge, ways of doing things, information and rules needed to act effectively and on the other hand, for learners to integrate unequivocally what the trainers and the training situations provide to them.When professionals engage in training, they bring with them in the classroom their whole work experience regarding the subject of training (Pastré, Mayen et Vergnaud, 2006, Pastré, 2008). We can actually see that on arriving in GIS training, learners have representations of the object of the intended learning. They have more or less developed knowledge. They have experimented GIS software, trying to use it independently. They have also the experience of the work tasks they must perform with GIS.
All this knowledge that professionals have acquired by experience emerge during training. People make reference. Sometimes they support learning. At other times they impede learning.
Being present permanently in training, knowledge and experience of trainees affect the activity of trainers. These can be regarded as obstacles to the planned schedule of training and kept away. Trainers may also attempt to exploit the learning potential of the work situations that are familiar to learners (Holgado, 2011) and are for them potential situations of development (Mayen, 2007).
Holgado, O. (2011). Analyse didactique de l’activité en formation professionnelle. Le cas des systèmes d’information géographique. Thèse de doctoral soutenue le 28 novembre 2011 à l’Université de Bourgogne, Dijon. Mayen, P. (2007). Dix développements sur la didactique professionnelle et le développement. Dans Y. Lenoir & P. Pastré (dir.), Didactique des savoirs professionnels, didactique professionnelle (pp.110-125). Toulouse: Octares. Mayen, P. (2011). Travail, apprentissage et expérience, trois notions critiques dans la conception de la formation des enseignants. Dans P. Maubant & S. Martineau, Fondements des pratiques professionnelles des enseignants (pp. 303-320). Presses de l’Université d’Ottawa. Pastré, P. (2008). La didactique professionnelle : origines, fondements, perspectives. Travail et apprentissages, 1, 9-22. Pastré, P., Mayen, P., & Vergnaud, G. (2006). La didactique professionnelle. Revue Française de Pédagogie, 154, 145-198. Robert, A. (2008). La classe de mathématiques. Activités des élèves et pratiques des enseignants. Toulouse : Octarès Editions.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.