Exploiter le potentiel des processus de renormalisation en formation à l’enseignement

Abstract

The article analyzes the potential of renormalization contained in “activity oriented” training devices using the viewing of films showing teachers at work. We define renormalization as the permanent work of renewal 1) of the rules used to develop the experience and 2) of the rules to be followed in the action. The analysis focuses 1) on an “Other-Confrontation Interview” sequence (film confronting a teacher with the work of another teacher that he/she does not know), 2) on a “Self-Confrontation Interview” sequence (film confronting a teacher with his/her own work) followed by a “Cross-Confrontation Interview” (film confronting two teachers with the work of one of them). These sequences come from research conducted with secondary teachers trained at the University of Geneva. The processes of renormalization are analysed. Step by step, the analyses follow teachers’ interactions with the films viewed. They show that these processes of renormalization hang upon a double movement of the clarification of implicit rules, and the development of conflicts between the personal rules and the rules of the environment (institution and expectations of peers). We discuss the potential of these processes for teacher education and propose a curriculum to promote them.

Keywords

• activity
• teacher education
• renormalization
• video training