L'auto-confrontation : outil d'observation du développement de l'agir d'enseignants novices

Abstract

This article describes the use of stimulated recall in a research focused on the link between French second language teachers' training (with a focus on teaching skills) and the development of beginning teachers' actions. First of all, the article presents the notion of teachers' actions and the research methodology used with the stimulated recall technique. The article then sketches out the development of a beginning teacher's actions through the comments that this teacher has produced in stimulated recall interviews, organized after two of her first experiences of teaching French as a foreign language. This analysis shows how the use of stimulated recall makes it possible to access the development of beginning teachers' actions.

Keywords

• stimulated recall
• teachers' actions
• teaching skills
• professional style