Les formes de la parole dans l’entretien formatif d’auto-confrontation

Abstract

This paper examines self-confrontation as an experienced language activity, with attention to the physical dimension of speech in the making. It defends the relevance, particularly for training, of the study of interviewing as a fully-fledged activity, and not just as a means to acquire knowledge about some other activity. The analysis focuses on self-confrontation interviews conducted with two novice pre-school teachers faced with class session recordings made during an internship with responsibility. The interviews were conducted after a month, for the purpose of research and design of training devices, that is to say that this research fits into the more general framework of training devices. The method is based on the operationalization (enunciation and discourse) of speech forms in dialogue, which allows us to study the dynamics of self-confrontation as a global language activity of interactive typification, of both the work activity performed and the action projects that emerge from it. The study shows how, under certain conditions, interviews involving a confrontation with one’s activity give rise to certain phenomena that are key to training: staging of a fictional return to the activity (through gesture and speech) and mimetic models of its transformation, in which verbal and gestural representations configure the alternative activity imagined. The two cases in the study have contrasting speech forms, which helps to highlight those that seem richer from the perspective of effective training.

Keywords

• teacher training
• activity analysis
• self-confrontation
• typification
• speech forms