Learning and development during teaching activity co-analysis under the scope of the concept of zone of proximal development : a critical analysis
Paper in a Symposium (Symp)
5:30 PM, Wednesday 30 Aug 2017 (20 minutes)
Convention Center - 2105
In the field of research on teacher education in the French-speaking countries, the ergonomic analysis of teacher’s activity has helped develop a new look on the learning to teach process grounded in the analysis of concrete material teaching activity (Durand, 2009; Saussez and Yvon, 2014). This contribution aims to conceptualize the process of learning and development at work when a person is involved in the analysis of his own teaching activity. Using the analytical category of the zone of proximal development (Vygotsky, 1933, 1934), this contribution explores the relationship between learning new ways of conceptualizing his own activity and the possible development of new capacities to act on, to think about, to feel, to assess and to monitor his own activity. The thesis is that development requires, in this case, a structured transmission process of new cultural forms of systematization of the relationship to teaching activity. Two research programs claiming in one way or another the legacy of the cultural-historical psychology are discussed. The first one is based on the ostensive transmission of rules for teaching (Bertone & Chalies, 2007, see also Bertone, Chalies, & Clot, 2009). The second one is based on the methodology of cross self-confrontation as experimented in the clinic of activity (Felix & Saujat, 2007; Saujat & Felix, 2015). Based on the critical analysis of the data generated by these two programs, the author will demonstrate that the first program makes learning and development coincide and the second program confuses these two processes.