A DISCURSIVE APPROACH TO RECOGNITION IN THE PRACTICUM
Keywords:
recognition markers, professional knowledge, schematization, shared communicative spaceAbstract
ABSTRACT. This article is part of a larger research project on professional development, and more specifically the emergence of “professional knowledge” among pre-service teachers. The intent here is to analyze recognition phenomena in supervisory discussions. We consider recognition of pre-service teachers’ discourse as a condition for the emergence of professional knowledge. What “recognition markers” do evaluators seize from this discourse to decode its content and meaning, to adjust and influence it? How do these markers contribute (or fail to contribute) to establishing “shared communicative spaces”? Our analyses show that the emergence of these shared communicative spaces involves tensions that reveal (or fail to reveal) forms of recognition. These forms of recognition affect the shaping of pre-service teachers’ professional knowledge, as well as components of pre-service teachers’ identity that also influence the elaboration of professional knowledge.
UNE APPROCHE DISCURSIVE DE LA RECONNAISSANCE DANS LES ENTRETIENS DE STAGE
RÉSUMÉ. Cette contribution s’insère dans une recherche plus large portant sur les processus de développement professionnel, plus spécifiquement l’émergence de savoirs professionnels, chez des enseignants en formation. Cet article est centré sur les phénomènes de reconnaissance à l’oeuvre dans les entretiens de stage. Nous considérons en effet la reconnaissance du discours de l’enseignant en formation comme une condition d’émergence des savoirs professionnels. Quels « repères de reconnaissance » les évaluateurs prennent-ils dans ce discours pour en décoder le contenu et le sens, pour s’y ajuster et l’influencer ? En quoi ces repères contribuent-ils ou non à l’établissement de « zones de compréhension mutuelle » ? D’après nos analyses, l’émergence de ces zones de compréhension est soumise à des tensions qui révèlent ou non des formes de reconnaissance. Celles-ci influencent la configuration des savoirs professionnels que l’étudiant élabore, et partant, les composantes identitaires qui entrent dans cette élaboration.span>
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