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            <title xml:lang="fr">Appropriation du modèle de la lecture littéraire en formation : l’approche d’une recherche-action-formation collaborative</title>
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            <idno type="stamp" n="SHS">Sciences de l'Homme et de la Société</idno>
            <idno type="stamp" n="UNICE">Université Nice Sophia Antipolis</idno>
            <idno type="stamp" n="UNIV-AVIGNON">Université d'Avignon</idno>
            <idno type="stamp" n="CNRS">CNRS - Centre national de la recherche scientifique</idno>
            <idno type="stamp" n="UNIV-AMU">Aix Marseille Université</idno>
            <idno type="stamp" n="UNIV-MONTP3">Université de Montpellier Paul-Valéry</idno>
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            <idno type="stamp" n="UNIV-COTEDAZUR">Université Côte d'Azur</idno>
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                <title xml:lang="fr">Appropriation du modèle de la lecture littéraire en formation : l’approche d’une recherche-action-formation collaborative</title>
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                <term xml:lang="en">cooperation</term>
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                <term xml:lang="en">in-service teacher training</term>
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              <p>Abstract: We are conducting collaborative action research and training to promote literary reading among teachers who mentor literature students. As part of this research (2021-2022), these mentors – known in France as ‘field tutors’ – attend a video training workshop over three half-days. We seek to identify signs of professional development and evidence of appropriation of the proposed didactic model in the discourse shared within the community and in the evaluation report written at the end of the year on their mentees’ practices.</p>
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              <p>Résumé : Nous menons une recherche-action-formation collaborative dont l’objectif est de favoriser auprès d’enseignants tuteurs de lettres l’appropriation de la lecture littéraire. Dans le cadre de cette étude (2021-2022), ces tuteurs sont réunis en collectif de travail-vidéoformation sur trois demi-journées. Nous cherchons à repérer dans les discours partagés au sein de la communauté ainsi que dans le rapport évaluatif rédigé en fin d’année sur la pratique de leur stagiaire, les marques d’un développement professionnel, preuves d’une appropriation du modèle de formation didactique proposé.</p>
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