This article takes its origin in a research about professionalization of teacher training for higher education in Switzerland which aimed to identify the main conceptions of professionalization throughout a rhetorical analysis of the papers written by the

This article takes its origin in a research about professionalization of teacher training for higher education in Switzerland which aimed to identify the main conceptions of professionalization throughout a rhetorical analysis of the papers written by the

• Alexia Stumpf, Haute école pédagogique BEJUNE, Suisse

• François Joliat, Haute Ecole Pédagogique, Suisse

• Denis Perrin, Haute Ecole Pédagogique, Suisse

doi : https://dx.doi.org/10.18162/fp.2016.343

Résumé

This article takes its origin in a research about professionalization of teacher training for higher education in Switzerland which aimed to identify the main conceptions of professionalization throughout a rhetorical analysis of the papers written by the institution. Our paper aims to present and discuss a methodological tool built to organize this corpus in order to make in a second time visible the traces of professionalization and the way they are expressed. This tool is also used to organize the corpus according to their author(s), their recipient(s) and their fnalitie(s) to reinforce the quality of analysis and interpretation. For example, using this tool to study the importance of the place of research in the training has showed that there are diferences between the announced fnalities in the institutional written and the ones which come out of other written produced at other levels. It invites the researcher to be careful in his work by noticing the possible gaps and tensions between announced intentions and their translations into reality. Furthermore, we assume that this tool is generalizable to other institutions for teacher education because it prepares the organization of the corpus for its analysis. At last, this tool was used by the staf of researchers to refne their subject and also to allow the harmonization of the diferent studies conducted within the staf.

Abstract

This article takes its origin in a research about professionalization of teacher training for higher education in Switzerland which aimed to identify the main conceptions of professionalization throughout a rhetorical analysis of the papers written by the institution. Our paper aims to present and discuss a methodological tool built to organize this corpus in order to make in a second time visible the traces of professionalization and the way they are expressed. This tool is also used to organize the corpus according to their author(s), their recipient(s) and their fnalitie(s) to reinforce the quality of analysis and interpretation. For example, using this tool to study the importance of the place of research in the training has showed that there are diferences between the announced fnalities in the institutional written and the ones which come out of other written produced at other levels. It invites the researcher to be careful in his work by noticing the possible gaps and tensions between announced intentions and their translations into reality. Furthermore, we assume that this tool is generalizable to other institutions for teacher education because it prepares the organization of the corpus for its analysis. At last, this tool was used by the staf of researchers to refne their subject and also to allow the harmonization of the diferent studies conducted within the staf.