Concevoir des dispositifs de formation professionnelle des enseignants à partir de l’analyse de l’activité dans une approche enactive

Abstract

The paper presents achievements and a design that illustrates a device for the professional training of teachers, considered as an empirical, changing and scientific construction, closely articulated with an ergonomic analysis of activity. In this article, we begin by characterizing the contribution of concepts of cognitive ergonomics in an analysis of the teacher activity and of the relations of cognitive ergonomics to teacher training. Secondly, we present our methodology for the design of devices which are « indexed on activity ». Its construction is based on a course of action approach targeting professional didactics in an enactive epistemology. Thirdly, we outline our methodology for the artifact design and training device indexed on targeted social practices. To illustrate this, we outline a training situation with the artifact which was used and we present an analysis of the activity of actors who were involved in this new professional training device.

Keywords

• training
• design of device
• activity analysis
• course of action
• situated cognition
• teaching