L’analyse des pratiques et l’approche de « l’argumentation pratique » : un dispositif de formation et de transformation

Abstract

The practical arguments, the professional development and the formalization of knowledges and skills are at the heart of our contribution into this article in which we present a device for the analysis of teaching practices inspired by the “Practical Argument” approach developed by Fenstermacher (1996). This approach was performed with 17 students, all certified teachers, within the context of graduate work. As a way to understand how this device contribute to professional development in teaching practices and to understand the bases of a teacher’s actions, we considered the participant’s written statements. The analysis of these statements prompted the discovery of five dimensions: relation to knowledge, comprehension of teaching, professional identity, professional development and their growth generated by a rapport to a collectivity. In the light of these dimensions, we discuss the contribution of the device in the plan of the argumentation and the professional’s development and transition. We end by the limits and the potential of this device.

Keywords

• analysis of practices; practical argument; teachers’ training
• reflective teachers