L’intérêt d’un discours non réflexif de l’enseignant comme matériau de recherche

Abstract

This text aims at contributing to a methodological reflexion regarding a teacher’s speech as research data, when questioned about his action. A self-confrontation interview method is presented, inspired from the "cadre sémio-logique du cours d’action" (Theureau, 2004, 2006), through which the practitioner is invited to express himself in a descriptive but non reflexive mode, in order to formulate in a very fine way the meaningful items from his point of view while in situation. Thus obtained verbalisations coupled with the visible dimensions of the activity are highly relevant to reach the elements organizing his actual activity in situation. Based on a research about beginners’ first teaching interventions in nursery class, a case study (a language lesson with pupils in the last year of nursery school, during which the teacher struggles with both knowledge and lesson supervision issues) will exemplify our remarks.

Keywords

• self-confrontation interview
• comprehensive approach
• non reflective discourse
• description of the experience
• intrinsic analysis