Abstracts
Résumé
Cette recherche, conduite sur deux sites IUFM et dans des établissements du second degré de la région parisienne, souhaite éclairer les enjeux sociopédagogiques et de formation liés à l’évolution de la formation des enseignants du second degré, du fait du déplacement du lieu principal de la formation de l’institution vers les établissements, au travers des stages. Cette évolution a fait progresser les rôles et l’influence des différents personnels de formation, tant dans les établissements qu’à l’IUFM. L’enjeu de cette étude est d’examiner les formes d’accompagnement et de médiation exercée par les différentes figures de la formation des enseignants stagiaires. Menée à partir d’entretiens collectés auprès des principaux acteurs de la formation – tuteurs des enseignants chargés de l’accueil et de l’accompagnement des enseignants dans les établissements, professeurs associés à l’IUFM, coordinateurs de formation, enseignants stagiaires – cette étude remet en question le type de savoirs et de relations qui sont à l’oeuvre entre les enseignants en formation et les différents « partenaires » qui encadrent leur formation professionnelle, et vise à clarifier le type d’alternance que dessinent ces différents espaces de formation.
Mots-clés :
- Formation des enseignants,
- formation dans les établissements,
- accompagnement,
- alternance,
- partenariat,
- savoirs professionnels,
- tutorat,
- mentorat,
- expertise
Abstract
This research is based on an empirical study conducted in two Teacher Education Institutions (the IUFM) and in secondary schools in the Paris area. It investigates the sociopedagogical and institutional issues at stake in the increased emphasis on school experience and school-based training in initial teacher education, which have led to the development of new professional roles and relationships aiming at building bridges between initial teacher education institutions, schools and practitioners. This evolution has favoured the renewal of the influence of supervising staff, whose role and status tend to differenciate and become more complex. Based on semi-structured interviews conducted with the main actors of teachers’ training – students’ mentors in schools, associate professors in the IUFM, training coordinators, student teachers themselves – this study aims at clarifying, from the actors viewpoints, the partnership adopted between the training institutions and the schools as well as the training, tutoring and mentoring schemes in place, and at examining the evolution of teachers’ educators and mentors roles and student teachers/mentors/educators relationships in practice.
Keywords:
- Teacher education,
- school-based training,
- professional guidance,
- institutional partnership,
- professional knowledge,
- tutoring,
- mentoring,
- expertise
Resumo
Esta investigação, conduzida em dois Institutos Universitários de Formação de Professores ( IUFM ) e em duas escolas secundárias da região de Paris, tenta esclarecer os desafios socio-pedagógicos e de formação, ligados à evolução da formação de professores do ensino secundário que, pelo estágio, o seu principal local de formação passou da instituição para a escola. Esta evolução favoreceu os papéis e a influência de todas as pessoas da formação, quer nas escolas quer nos IUFM. O desafio deste estudo é examinar as formas de acompanhamento e de mediação exercidas pelas diferentes figuras da formação dos professores estagiários. Conduzido a partir de entrevistas realizadas junto dos principais actores da formação – tutores de professores encarregados do acolhimento e do acompanhamento dos professores nas escolas, professores associados do IUFM, coordenadores de formação, professores estagiários – este estudo questiona o tipo de saberes e de relações que se estabelecem entre os professores em formação e os diferentes «parceiros» que enquadram a sua formação profissional, e visa clarificar o tipo de alternância que desenham estes diferentes espaços de formação.
Palavras chaves:
- Formação de professores,
- formação na escola,
- acompanhamento,
- alternância,
- parceria,
- saberes profissionais,
- tutoria,
- supervisão,
- especialização
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