La création d’une norme commune par autoconfrontations collectives entre enseignants professionnels novices

Abstract

In order to support professional teachers entering the profession in Switzerland, a system based on the analysis of videos in collective self-confrontation has been set up. This system enables each novice teacher, guided by the standards he or she has inherited from his or her previous profession, to share video traces of his or her new teaching activity and to compare them with those brought back by his or her peers in the presence of a facilitator (a coach, the only experienced teacher taking part in the system). The meetings were transcribed verbatim and show a shift in the novices’ preoccupations, meeting after meeting, from teaching activities to student activities. Groups made up of novices from different initial professions also referred more frequently to the subject to be taught than groups made up of novices from the same professions. Finally, the facilitator’s stance was seen as central to the collaborative enquiry process, leading the novices to renormalize.

Keywords

• group self-confrontation
• professional formation
• collaborative inquiry
• renormalization