Discursive-Reflexive Phenomena in Teacher Training

Discursive-Reflexive Phenomena in Teacher Training

• Dominika Dobrowolska, Université de Genève, Suisse

• Cristian Bota, Université de Genève, Suisse

• Kristine Balslev, Université de Genève, Suisse

• Santiago Mosquera Roa, Université de Genève, Suisse

• Sandra Pellanda Dieci, Université de Genève, Suisse

• Anne Perréard Vité, Université de Genève, Suisse

• Edyta Tominska, Université de Genève, Suisse

• Jean-Marc Tosi, Université de Genève, Suisse

• Sabine Vanhulle, Université de Genève, Suisse

doi : https://dx.doi.org/10.18162/fp.2017.390

Résumé

This article focuses on the central role of discourses in the learning processes set up by teacher training programs. After introducing the multidimensional tool used for the analysis of emerging professional knowledge, the article presents four kinds of phenomena identified in the discourses of prospective teachers: the formulation of concerns originating from field experience; the constructive tension between academic knowledge and the institutional context; the fluctuation of zones of reciprocal comprehension during field experience interviews; emotion as a condition and object of discourse on experience. The conclusion highlights the developmental character of the heterogeneity and contradiction, which occur in alternating training programs.

Abstract

This article focuses on the central role of discourses in the learning processes set up by teacher training programs. After introducing the multidimensional tool used for the analysis of emerging professional knowledge, the article presents four kinds of phenomena identified in the discourses of prospective teachers: the formulation of concerns originating from field experience; the constructive tension between academic knowledge and the institutional context; the fluctuation of zones of reciprocal comprehension during field experience interviews; emotion as a condition and object of discourse on experience. The conclusion highlights the developmental character of the heterogeneity and contradiction, which occur in alternating training programs.