SIMPLE SELF-CONFRONTATION AS A TOOL FOR ANALYSING THE OBSTACLES AND DEVELOPMENTS OF DIDACTIC ACTION IN THE FRENCH CLASSROOM

Abstract

This article raises the question of the strategies developed by teachers in situations faced with relative and/or consecutive modifications of the cognitive context of didactic interactions, that means the environment. Thus, the simple selfconfrontation would be a tool to analyse the impediments and developments of the activity (Wittorski, 2010; Cattonar, Lessard & Maroy, 2010). Through the discourse of simple self-confrontation, in which the teacher dialogues with himself and is surprised by his actions in the didactic environment, it is possible for him to analyse his initial activity and to develop a posteriori professional skills drawn from his experiential experience.

Keywords

• self-confrontation
• didactics
• activity analysis
• skills