Conception et analyse du fonctionnement d’un dispositif de formation initiale d’enseignants de physique - chimie utilisant des savoirs issus de la recherche en didactique : un modèle d’activité et des cadres d’analyse des interactions en classe

Jean Marie BOILEVIN, 2000

If it is assumed that the transformation of practices is derived from the teaching interactions objectivation, the research in teaching methods can provide tools for the analysis of classroom practices. Adopting a triple point of view : -epistemological (pieces of knowledge are built by the learner, they must be validated and shared by the community.) -psychological (socio-constructivist theory of learning) - about communication (meanings are built up during interactions) leads to the need to reconsider the part played by the teacher. This one is no longer the person who transmits pieces of knowledge but the one who helps the students to build their own pieces of knowledge. As this function seems new, a new kind of training must be offered to teachers, particularly in pre-service teacher training.
The aim of our study is to conceive a training device promoting the learning of this new function, put it into practice and assess it. This training relies on analysis of external and internal corpuses,  using interactions analysis frames suggested by the teacher trainer, and on the appropriation of an activity model.
	The analysis is organised around three axes: a study of the appropriation by the trainee- teachers of the activity model (activity of problem solving) and the way it is put into practice ; an analysis of the objectivation tools worked out by the trainee-teachers on the basis of the analysis frames offered by the trainer ; a study of the connections between the two previous parts :links made by the trainee-teachers between the given activity model and the suggested analysis frames.
This study allows to point out the difficulties  and successes met by the trainee-teachers. The possible improvements of the training device are considered with the aim of offering a model which would support trainee-teachers and help them realise, describe and discuss their practices and then, make them evolve towards more interactive and mediation-oriented practices.