Résumés
Abstract
This study focuses on preservice teacher's mentoring in a French University Graduate Schools of Teacher Education. It focuses on physical education and learning activities of middle school pupils. Photographs and videos are mobilised during post-lesson mentoring conference to help the preservice teacher (PT) to reduce the risk of injury. The data from a case study are made up of extracts from mentoring interview and self-confrontation interview analysed from a cultural-historical activity theory perspective (C.H.A.T). Results highlights the potential relevance of using 1) traces of learning activity during mentoring interactions to optimise the pedagogical design of PT’s 2) and to prevent the risks of pupils’ physical integrity. The theoretical model contributes to a global understanding of the problems arising in the collective teaching-learning activity and about modalities contributing to the joint tutoring activity independently of the disciplinary field.
Keywords:
- mentoring,
- physical education and sport,
- digital tablet,
- video feedback,
- mediations,
- cultural-historical activity theory
Résumé
Cette étude porte sur le tutorat des enseignants débutants en formation initiale dans une université française. Elle concerne l'éducation physique et sportive et les activités d'apprentissage de la gymnastique chez des élèves en collège. Des photographies et des vidéos sont mobilisées lors de l'entretien de tutorat pour aider un enseignant débutant à réduire les risques de blessure. Les données issues d'une étude de cas sont constituées d'extraits d'entretien de tutorat et d'entretien d'autoconfrontation vidéo analysés dans la perspective des théories de l'activité (C.H.A.T). Les résultats soulignent la pertinence potentielle de l'utilisation 1) des traces des l'activité d'apprentissage pendant les interactions de tutorat pour optimiser la conception pédagogique des enseignants débutants 2) et prévenir les risques d'atteinte à l'intégrité physique des élèves. Le modèle théorique contribue à une compréhension globale des problèmes survenant dans l'activité collective d'enseignement-apprentissage et des modalités contribuant à l'activité conjointe de tutorat indépendamment du champ disciplinaire.
Mots-clés :
- tutorat,
- éducation physique et sportive,
- tablette numérique,
- retour vidéo,
- médication,
- C.H.A.T
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Ajayi, L. (2016). How intern teachers use classroom video for self-reflection on teaching. The Educational Forum, 80 (1), 79-94. https://doi.org/10.1080/00131725.2015.1102365
- Balslev, K., & Ciavaldini-Cartaut, S. (2014). Introduction: éclairer les pratiques de formation du point de vue des discours. In C. Bashlev, L. Filliettaz, S. Ciavaldini-Cartaut, & I. Vinatier (Eds.), Pratiques professionnelles en formation : que nous apprennent les discours ? (pp. 3-21). L’Harmattan.
- Bronckart, J.-P., Bulea, E., Filliettaz, L., Fristalon, I., Plazaola Giger, I., & Revaz, F. (2004). Action et discours en situation de travail. Cahiers de la section des sciences de l’éducation, 103, 17-66.
- Brouwer, C. N. (2011). Imaging Teacher Learning. A Literature Review on the Use of Digital Video for Preservice Teacher Education and Professional Development Annual Meeting of the American Eudational Research Association. Nijmegen: ILS Graduate School of Education, Radboud University, New Orleans.
- Ceven McNally, J. (2016). Learning from one’s own teaching: New science teachers analyzing their practice through classroom observation cycles. Journal of Research in Science Teaching, 53(3), 473-501. https://doi.org/10.1002/tea.21253
- Chaliès, S., Cartaut, S., Escalié, G., & Durand, M. (2009). L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience. Note de Synthèse Recherche et Formation, 61, 85-129. https://doi.org/10.13140/2.1.2411.0720
- Chaliès, S., Flavier, E., & Bertone, S. (2007). Vers une rénovation de la situation traditionnelle du conseil pédagogique. Revue STAPS en ligne 12, 18-33.
- Ciavaldini-Cartaut, S. (2015). Moving beyond the reflectivity of post-lesson mentoring conferences in teacher education and creating learning/development opportunities for pre-service teachers. European Journal of Teacher Education, 38(4), 496-511. https://doi.org/10.1080/02619768.2015.1056909
- Ciavaldini-Cartaut, S. (2016a). L’activité de tutorat conjointe et médiatisée : comment former dans la zone proximale de développement des enseignants novices et susciter leur pouvoir d’agir ? . Nouveaux cahiers de la recherche en éducation, 191, 11-32. https://doi.org/10.7202/1040661ar
- Ciavaldini-Cartaut, S. (2016b). L’activité de tutorat conjointe et médiatisée: comment former dans la Zone Proximale de Développement des enseignants novices et susciter leur pouvoir d’agir ? Nouveaux cahiers de la recherche en éducation, 19(2), 11-32. https://doi.org/10.7202/1040661ar
- Ciavaldini-Cartaut, S. (2016c). Multimodalité numérique en situation de supervision de stage. Education Permanente, 206, 61-74.
- Ciavaldini-Cartaut, S. (2018). Un usage multimodal du numérique en vidéo-formation : aménagement du tutorat mixte pour apprendre le métier d’enseignant et se développer professionnellement. In C. Gaudin, S. Flandin, S. Moussay, & S. Chaliès (Eds.), Visionner le travail ou se visionner au travail sert-il à s’y former ? (pp. 199-222). Editions L’Harmattan.
- Clot, Y., & Faïta, D. (2000). Genre et style en analyse du travail. Concepts et méthodes. Travailler, 4, 7-42.
- Douglas, A. (2010). Different social situations of development. In V. Ellis, A. Edwards, & D. Smagorinsky (Eds.), Cultural Historical Perspectives on Teacher Education and Development: Learning Teaching (pp. Chap.3). Routledge.
- Edwards, A., & Protheroe, L. (2004). Teaching by proxy: understanding how mentors are positioned in partnerships. Oxford Review of Education, 30(2), 183 - 197. http://www.informaworld.com/10.1080/0305498042000215511
- Ellis, V., Edwards, A., & Smagorinsky, P. (2010). Cultural Historical Perspectives on Teacher Education and Development: Learning Teaching (V. Ellis, A. Edwards, & P. Smagorinsky, Eds.). Routledge.
- Endacott, J. L. (2016). Using video-stimulated recall to enhance preservice teacher reflection. The New Educator, 12(1), 28-47. https://doi.org/10.1080/1547688X.2015.1113351
- Engeström, Y. (1987). Learning by Expanding: an activity-theoretical approach to developmental research. . Orienta-Konsultit.
- Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. L. Punamäki (Eds.), Perspectives on Activity Theory. Cambridge University Press.
- Engeström, Y. (2000a). Activity Theory and the Social Construction of Knowledge: A Story of Four Umpires. Organization, 7(2), 301-310. https://doi.org/10.1177/135050840072006
- Engeström, Y. (2000b). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960 - 974. http://www.informaworld.com/10.1080/001401300409143
- Gaudin, C., & Chaliès, S. (2012). L’utilisation de la vidéo dans la formation professionnelle des enseignants novices. Revue française de pédagogie(178), 115-130.
- Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: a literature review. Educational Research Review(178), 41-67. https://doi.org/10.1016/j.edurev.2015.06.001
- Gaudin, C., Chaliès, S., & Amathieu, J. (2018). The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education Contemporary Issues in Technology and Teacher Education, 18(1), 168-196.
- Gaudin, C., Flandin, S., Moussay, S., & Chaliès, S. (2018). Vidéo-formation et développement de l'activité professionnelle enseignante. (C. Gaudin, S. Flandin, S. Moussay, & S. Chaliès, Eds. L'Harmattan ed.).
- Hamel, C., Viau-Guay, A., & Nkuyubwatsi, B. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1673689
- Hamlin, B. (2005). Motor Competency and Video Analysis. Teaching Elementary Physical Education and Sport Pedagogy, 16(5), 8-13. https://www.learntechlib.org/p/71672/
- Helgevold, N., Næsheim-Bjørkvik, G., & Østrem, S. (2015a). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education(49), 128-137. https://doi.org/10.1016/j.tate.2015.03.005
- Helgevold, N., Næsheim-Bjørkvik, G., & Østrem, S. (2015b). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education, 49, 128-137. https://doi.org/https://doi.org/10.1016/j.tate.2015.03.005
- Kaneko-Marques, S. M. (2015). Reflective Teacher Supervision Through Videos of Classroom Teaching. Profile: Issues in Teachers’ Professional Development, 17(2), 63-79. https://doi.org/10.15446/profile.v17n2.44393
- Kretschmann, R. (2017). Employing Tablet Technology for Video Feedback in Physical Education Swimming Class. Journal of e-learning and knowledge society, 13(2). https://www.learntechlib.org/p/188114/.
- Laughlin, M. K., Hodges, M., & Iraggi, T. (2019). Déploiement de l'analyse vidéo pour stimuler l'enseignement et l'évaluation en éducation physique Journal of Physical Education, Recreation & Dance 90(5), 23-29.
- Leontyev, A. N. (1981a). Le développement du psychisme. Editions sociales.
- Leontyev, A. N. (1981b). The problem of activity in psychology In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology (pp. 37-71). M.E. Sharpe.
- Leontyev, A. N. (1984). Activity, consciousness, personality. Progress Editions.
- Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49-68. https://doi.org/10.1080/1475939X.2017.1361469
- Miettinen, R. (2009). Dialogue and creativity: activity theory in the study of science (Lehmanns Media ed., Vol. 29 International Cultural-historical Human Sciences).
- Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23(6), 559-574.
- Quidu, M., & Favier-Ambrosini, B. (2014). L’articulation des données en première et troisième personne. De la genèse d’une méthodologie originale en Science du sport. Intellectica - La revue de l’Association pour la Recherche sur les sciences de la Cognition (ARCo). 62(2), 7-34.
- Roth, W.-M. (2007). On Mediation. Theory & Psychology, 17(5), 655-680. https://doi.org/10.1177/0959354307081622
- Vygotsky, L. S. (1934/1997). Pensée et langage (3e ed.). La Dispute.
- Vygotsky, L. S. (1978a). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), L.S. Vygotsky. Mind in Society:The Development of Higher psychological processes (pp. 79-91). Harvard University Press.
- Vygotsky, L. S. (1978b). Internalization of higher psychological functions. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), L.S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes (pp. 52-57). Harvard University Press.
- Wilson, V. (2014). Examining teacher education through cultural-historical activity theory. Teacher Education Advancement Network Journal (TEAN), 6(1), 20-29.