The interaction between the relational and epistemic dimensions in the construction of teacher professionnality

The interaction between the relational and epistemic dimensions in the construction of teacher professionnality

• Cathal de Paor, Mary Immaculate College, Irlande, Irlande

doi : https://dx.doi.org/10.18162/fp.2016.385

Résumé

We present an analysis of the verbal interactions from post-observation meetings in the mentoring of a beginning teacher in France. Our enquiry centres on the interplay between the relational and the epistemic dimension in the post-observation meeting and bring to light the necessity for the pedagogical advisor to find an approach conducive to communication, but also the distance required to deal with the important aspects of the situation observed. Applying the principles of professional didactics (Vinatier, 2009), we combined an activity theory (Vergnaud, 1996) and an interactionist linguistic theory for the data analysis.

Abstract

We present an analysis of the verbal interactions from post-observation meetings in the mentoring of a beginning teacher in France. Our enquiry centres on the interplay between the relational and the epistemic dimension in the post-observation meeting and bring to light the necessity for the pedagogical advisor to find an approach conducive to communication, but also the distance required to deal with the important aspects of the situation observed. Applying the principles of professional didactics (Vinatier, 2009), we combined an activity theory (Vergnaud, 1996) and an interactionist linguistic theory for the data analysis.