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  1. Penser autrement l’alternance en formation au service de l’apprentissage professionnel du sujet « travailleur et apprenant ».Véronique Azema, Pascal Fauchet, Anne Meraï & Catherine Toiron - 2020 - Revue Phronesis 9 (1):43-49.
    This article focuses on the training/operation course offered at the Nurse and Pediatric Nurse school of Montpellier University Hospital aiming to develop a training program based on a construction of learning through professional situations. Thinking differently the training system based on alternation between course and internship and questioning the meaning of professionalization is an opportunity to be seized in the context of health formations reengineering. In that respect, offering a dialectical-learning alternation in and through a situated and problematized activity is (...)
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  • Les mémoires professionnels d’étudiants en design : « discordance créatrice » et renouvellement des pratiques.Éric Tortochot & Christophe Moineau - 2019 - Revue Phronesis 8 (3-4):112-127.
    This article presents the outcomes of a semiotic and cognitive analysis. The activities’ tracks of dissertations’ writing and artefacts’ design made by undergraduate design students were observed. Although the requirements of the dissertations’ writing are ambiguous, the activity of writing “increases” the activity of design and consequently widens the design skill. Because they provide new knowledge reorganizing the scientific and pragmatic concepts of the design by a process of “creative conflict”, the kinds of produced operational texts contribute to the renewal (...)
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  • Le débriefing après observation à l’école primaire comme situation réactive de développement pour l’enseignant et les élèves.Gregory Munoz, Olivier Villeret & Gaëtan Bourmaud - 2018 - Revue Phronesis 7 (4):106-123.
    Since Piaget (1936), the concept of development has concerned the forms of adaptation deployed by the subject within his environment. Inspired by this constructivist perspective, many approaches, such as professional didactics (Pastré, 2011), problematization (Fabre, 2009, 2011) and investigation approaches (Grangeat, 2011, 2013) have advanced the idea of training through situations. As part of the socio-constructivist expectations of the latest teaching programs, we analyze teacher activity during a “débriefing after observation” (Villeret, 2008) about Moon phases conducted in primary school classes (...)
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  • Processus de co-construction et rôle de l’objet biface en recherche collaborative.Corinne Marlot, Marie Toullec-Thery & Marc Daguzon - 2017 - Revue Phronesis 6 (1-2):21-34.
    Our study has two concerns. The first falls under the methodological aspect of collaborative research : how researchers and teachers introduce each other to the world of the other and at their respective referents? What are the characteristics of their interactions, how do they facilitate mutual understanding? The second falls within the terms of the partnership : how to negotiate the subject of mutual concern, that is to say what will become both object of research and object of training? This (...)
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  • The professional identity of mentors and the process of renormalization of their actions in reflective writing upon completion of training.Isabelle Fristalon - 2024 - Revue Phronesis 13 (2):48.
    Dans cet article nous analysons des écrits réflexifs de fin de formation de mentors, afin d’identifier les marques de transformation de l’identité professionnelle et de l’agir professionnel. Nous proposons une analyse thématique et langagière des textes en tant que porteurs d’un rapport au monde professionnel en cours d’élaboration. Nous mettons en évidence que ces textes contiennent des traces de renormalisations issues des apprentissages conceptuels et formels autant que des apprentissages expérientiels réalisés durant la formation. Cette analyse interroge au bout du (...)
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