Communication Dans Un Congrès Année : 2019

Supporting and scaffolding the teachers’practices : contribution to the professional development through a digital device of peer coaching.

Résumé

Faced with the various reforms in teacher training, a number of new questions are emerging around the learning of the profession. Indeed, this teacher training in France, as in other countries, is experiencing an important paradox underpinned by institutional and social injunctions. On the one hand, the pace and number, sometimes contradictory, of reforms (mastering, the place of recruitment in the university career) and on the other hand, a high social expectation require strong adaptation (heterogeneity of audiences, complexity of teaching situations, the need to be innovative and efficient in student success, multiple assessments, student orientation issues, etc.) while the actual entry into the profession is very rapid (Fauré, 2017). However, teaching situations remain highly complex (XXXX) and any beginning teacher has difficulties in both didactizing the content to be taught, managing time and academic form and developing a feeling of relatively high professional effectiveness enabling him to cope with all situations (Marcel). At the same time, the training provided still oscillates between a form of universitarization and learning based on the observation of an experienced teacher. Consequently, many questions feed into the reflection of teacher trainers, whether in the content to be taught, the support offered or the forms of professionalisation targeted. The question of the professional development of teachers thus deviates, not only when they enter the profession but also throughout their careers, which is central in France. Indeed, if training is entrusted to higher education schools, the learning of professional gestures and postures remains important. This problem in teacher training is shared in different countries, but the solutions to deal with these paradoxes are sometimes different. Thus, if in Anglo-Saxon countries such as the USA or Canada, forms of coaching directly in situation have developed in fields other than teacher training (IBE) (Rock, Scherman, 2012), in France a system has been designed, tested and evaluated to support teachers in situation and in real time. The particularity of this French system deployed in agricultural education is that it is implemented in situations of co-teaching. Thus cooperative learning strengthens the action of accompanying and supporting professional practices proposed in this system. This is based on a theoretical triptych articulating the approach of teaching practices (Bandura, Marcel), that of professional knowledge (late and lessard) and finally of teachers' professional development. On the basis of this theoretical perspective, we propose to present the results and methodological perspectives of the implementation of a system for regulating teaching practices in real time and in real situations in agricultural education in forms of co-teaching. The data collected concern 6 teachers and 10 filmed pedagogical sessions. The results analysed show that this form of practice support is relevant for the professional development of teachers and their initial professional integration. Based on the results of this experiment and their analyses, we will consider the conditions for a larger scale deployment.

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Dates et versions

hal-04856713 , version 1 (27-12-2024)

Identifiants

  • HAL Id : hal-04856713 , version 1

Citer

Laurent Fauré, Cécile Gardiès. Supporting and scaffolding the teachers’practices : contribution to the professional development through a digital device of peer coaching.. Comparative and International Education Society : Education for Sustainability, CIES, Apr 2019, San Francisco California, United States. ⟨hal-04856713⟩
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