Recherche et formation au coaching : quelle place émergente pour les sciences de l'éducation ?

Abstract

To considere the « coaching » as an emerging job, in course of institutionalization, and not organized yet like a profession within the scene of an educative relation, it is to question the posture of the « coach » from a dialectical point of view. On one side we have an administrative approach where the economy of time is prevailing over all and where effectiveness is recognized. On the other side, a priority is given to the process of problematization to elucidate, understand and to present people as able men (Ricœur, 2005).Our research started from the analysis of a situation of « coaching » reported in the form of playlet, then analyzed starting from an educational reference frame. This article questions the specific contribution of this research topic itself emergent in Sciences of Education. Research in Sciences of education opens a way by showing that a « coach » does not work to answer an order independently of the whole of the components of the situation, in a step of resolution of problem, but which it works starting from an order, to locate in the request the multiple and contrary components of a situation in order to allow to the customer to set a problem. The construction of this space of problematization is characteristic of the accompaniment and opposite to the expertise. Thus, research in Sciences of the Education, which studies the passage of the coaching of a trade to a profession, contributes to locate the coaching by differentiating it from close practices, as that of the individual council to which the Management sciences form.

Keywords

• Accompaniment
• Coaching
• Profession
• Posture
• Problematization
• Educative relationship