Érudit's RSS Feed

Les méthodologies employées pour étudier les gestes professionnels

Geneviève Carpentier, Isabelle Montésinos-Gelet, Valérie Thomas and Anick Sirard
This thematic issue focuses on the study of the professional gestures of teachers and more precisely on the methodological choices allowing them to be captured. While the issue begins with an introduction written by Professor Dominique Bucheton that makes for an understanding of the notion of the professional gesture, the other contributions provide an overview of the different methodologies deployed to study them.

Méthodologies des recherches sur les gestes professionnels des enseignant·e·s

Dominique Bucheton
This brief article is an introduction to the special issue on teachers’ professional gestures. This notion introduced by Jorro (2002) was further explored by the multi-agenda model (Bucheton et al., 2005). Subsequent studies (Bucheton & Soulé, 2009; Bucheton, 2019; Saillot, 2020) highlight the complexity of professional gestures, which require adapting to the diversity of students and environments. The articles presented in this special issue reflect this complexity and the variety of methodological approaches used to study this topic of interest.

Une méthode d’analyse linguistique pour mettre au jour la construction des gestes professionnels des professeur·e·s novices

Yann Mercier-Brunel, Françoise Jore and Dominique Bucheton
The training of novice teachers is of fundamental importance to the quality of teaching. The post-visit explanatory interview conducted in France during the compulsory internship year is likely to constitute a key moment in the professional development of novice teachers—under certain conditions, notably related to the professional gestures of the supervisor during these interviews. A linguistic analysis was carried out on four interviews selected for their complexity by a group comprising four researchers and eleven supervisors who have worked together over a period of twelve years. The present article proposes several principles which, in our view, enable these interviews to become training opportunities.

Déterminer les gestes professionnels des enseignant·e·s pour favoriser le développement du langage oral en contexte de jeu de faire semblant à la maternelle

Hélène Castany-Owhadi, Christian Dumais, Raymond Nolin, Yves Soulé and Brahim Azaoui
This article presents a collaborative study aiming to co-construct a model of the professional gestures, in the context of pretend play, of four experienced French second‑ and third-year kindergarten (4‑ to 6-year-olds) teachers. Our data were collected through 5 recorded meetings, 2 self-confrontation interviews with the lead researcher, 12 recorded pretend play sessions, and 12 self-confrontation interviews with the teachers. We present the development process leading to the model of professional gestures we co-constructed with the teachers, highlighting the tensions inherent to a collaborative study’s dual constraint of training and research.

Une « recherche avec » : des conditions favorables au développement de gestes professionnels inclusifs en réseau d’éducation prioritaire

Hélène Crocé-Spinelli, Liliane Pelletier and Marc Guignard
The article examines the format of a “research with”—comprising four categories of actors and situated in a priority education network—to highlight conditions that favour the development of inclusive professional gestures. The interaction between the inclusive paradigm (Sustainable Development Goal no. 4; UNESCO Institute for Lifelong Learning, 2020), that of complexity (Morin, 2008), as well as that of reflexivity (Schön, 1983/1994) composes the paradigmatic inscription of this research. The article notably sheds light on the containing (Gibello, 1995) and plastic (Lantheaume, 2016) nature of the research approach. Then, it addresses the unique role of pilots in the designing of interdisciplinary spaces based on ethical principles that support the co-development of professional gestures that favour everyone’s learning.

Gestes professionnels déclarés d’enseignant·e·s participant à un dispositif de formation et d’accompagnement lié à l’apprentissage durable

Geneviève Carpentier, Myriam Villeneuve-Lapointe, Catherine Tardif, Valérie Thomas and Anick Sirard
A collaborative research was conducted with preschool and elementary school teachers and specialists. The objective was to develop a three-year training and support program to encourage the adoption of professional gestures that promote sustainable learning for students. This article presents findings on how the sustainable learning curriculum covered during the training sessions impacted the professional gestures of the 13 teachers who participated in the study. The analysis of their declared professional gestures, based on the Multiagenda framework (Bucheton, 2020), has demonstrated that the teachers reflected on and modified their practices based on the content of the training sessions.

La complémentarité d’outils méthodologiques pour décrire savoirs et gestes professionnels en enseignement de la syntaxe et de la ponctuation

Marie-Hélène Giguère, Carole Fisher and Rosianne Arseneau
As part of a development-action-research (Giguère et al., FRQSC 2021-2024), one of the sub-objectives aims to describe the evolution of the knowledge and professional gestures of teachers participating in the co-design of a digital self-training program on teaching syntax and punctuation. To describe this evolution, three complementary methodological tools were selected: self-confrontation interviews following a videorecorded lesson, explicit correction, and participant observation. The data analysis from these three perspectives reveals the evolution of the participants’ knowledge and professional gestures and suggests that a combination of methodological tools can accurately reflect professional learning.

Observer la qualité de mise en oeuvre d’un réseau littéraire en classe : une réflexion méthodologique

Isabelle Montésinos-Gelet, Marie Dupin de Saint-André and Annie Charron
In this article, we take a critical look at the data collection and analysis instruments used to document the practices of 22 teachers during the implementation of literary networks. For data collection, two ethnographic observations were carried out in each classroom using photography, recordings of verbal content, and notetaking. The multi-agenda model (Bucheton, 2021) serves as a tool of analysis; the quality of practices is evaluated according to each of the said model’s concerns. The advantages and limitations of the different tools are also described.

Pratique langagière de tissage des enseignant·e·s et énoncés augmentés chez les jeunes élèves : dimensions verbale et acoustique de l’échange didactique

Christina Marie-Jeanne Romain and Véronique Rey
This article examines the language practices of young students (2½ to 4 years old), which emerge from and are gradually enriched by verbal interaction with the teacher. Based on a contrastive analysis carried out in two kindergarten classes in France, we describe language interactions using verbal and paraverbal productions during the didactic exchange. The language actions observed reveal the existence of a practice of interactional weaving led by the teacher, where verbal markers and acoustic markers are articulated and progressively transmitted. These results lead to a discussion on the existence of a professional language model conducive to the transmission and production of longer and more structured statements by these students, as well as the active participation in classroom exchanges.

Décrire et analyser les gestes professionnels d’enseignement : une proposition de méthodologie mixte, outillée technologiquement par le suivi oculaire

Valérie Duvivier and Natacha Dangouloff
Capturing teachers’ professional gestures (PG) is complex due to their multimodality. This article explores how to capture and analyse PGs using automated tools, more specifically eye tracking glasses, used in the concerted research action ARC Sim’Pro (University of Mons). This tool was the subject of an exploratory study that compared video debriefing using several modalities. The future teachers favourably assessed the glasses and their level of interest during debriefing sessions. The results show the methodological appeal of using automated tools for PG analysis, considering practical, ethical, and data management issues.

La rédaction d’une section méthodologique quantitative dans la Revue des sciences de l’éducation : note éditoriale

Jimmy Bourque

Éduquer à l’histoire : la méthode peut-elle vaincre la mémoire ? Si oui, comment ?

Jocelyn Létourneau
Young people are not ignorant of Quebec’s history. On the contrary, they are filled with preconceptions, clichés, anecdotal information, and other myths about their society’s past. Given this observation, what pedagogical approach should be adopted to bring young people back to a more nuanced, complex, and accurate understanding of history, three central objectives of the educational project carried out in line with the scientific and civic projects? This is the exercise undertaken by the author, who draws educational conclusions from the studies he has conducted with young people using the “narrative act” method.

Erratum

None

Berger, J.-L. (dir.). (2024). Mythologie pédagogique : 17 mythes déconstruits. Labo PAA

Rébecca Sénéchal and Andréanne Gagné

Besozzi, R. (2024). Former des apprenti·e·s : à la rencontre des formateurs et formatrices en entreprise. Éditions Alphil – Presses universitaires suisses

Joachim Benet Rivière

Bouchard, G. (2025). Visions du Québec. Somme Toute

Dominique Laperle

Desjardins, G. (2024). L’arrière-boutique de l’histoire. Méditations d’un vieux professeur. Presses de l’Université Laval

Jean-François Cardin

Foa, J. (2024). Survivre. Une histoire des guerres de religion. Seuil

Frédéric Deschenaux

Gaudet, S. et Caron, C. (dir.). (2024). Faire l’expérience de la démocratie. Les tiers-lieux de l’éducation à la citoyenneté des jeunes au Québec. Presses de l’Université d’Ottawa

Hélène Charron

Guertin-Tardif, É. (2024). Pourquoi les Kevin ne deviennent pas médecins et autres phénomènes de société expliqués. Les Éditions du Journal

Frédéric Deschenaux

Honneth, A. (2024). Le souverain laborieux : une théorie normative du travail (P. Rusch et F. Joly, trad.). Gallimard

Daniel Landry

Larochelle, C. (2024). Marie-Louise et les petits Chinois d’Afrique. Mémoire d’encrier

Bénédicte Girault

Lemieux, O. et Descheneaux, F. (dir.). (2024). Le système scolaire québécois en douze regards. Presses de l’Université du Québec

Shophika Vaithyanathasarma

Morrissette, J., Demazière, D. et Dupont-Leclerc, M. M. (2024). Former et se former en recherche qualitative – Pratiques et enjeux en tension. Presses de l’Université Laval

Émile Caron

Origgi, G. (2024). La vérité est une question politique. Albin Michel

Jérôme Gosselin-Tapp

Pons, X. (2024). La fabrique des politiques d’éducation. La rapidité sans la qualité ? Presses universitaires de France

Jean Bernatchez

Stépanoff, C. (2024). Attachements. Enquête sur nos liens au-delà de l’humain. La Découverte

Stéphane Martineau