Analyser les activités mentales de conseillers pédagogiques en situation d’entretien d’accompagnement individuel de direction: Une approche par l’entretien de rétrospection

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In today's world where the speed of social transformation seems to be ever increasing, the educational field is constantly called upon to come up with new ways to meet the new needs that arise. One of its answers has been nothing less than the creation of new professions such as educational counselling, where personal accompanying seems to hold a privileged position.
The goal of this research project is to develop an understanding of the activity of directional accompanying through the prism of the mental processes of educational advisors in accompanying situations, specifically those advisors working in the field of basic education in the French-speaking part of Belgium.
A constructivist approach, characterized by the activity paradigm in its materialist sense, coupled with a qualitative approach have led to the creation of an analytical tool - that of mental acts - whose function is to grasp mental activity in its processual dimension. Alongside a tool obtained by operationalizing John Dewey's work on inquiry, this tool aims to understand mental processes at the crossroads of four components: a) linking operations between subject representations, b) the mobilizing intentions of these linking operations, c) the communication format of the subject with himself, and finally d) the temporal construction of his activity.
The main results fall into three categories: 1) methodological results culminating the in creation of a data gathering tool (the retrospective interview), a tool for the analysis of mental processes (mentioned above), and the operationalization of John Dewey's notion of inquiry as a tool for analysing investigative activity; 2) results relating to the mental processes of educational advisors in accompanying situations along with the identification of the specific configuration of mental acts that accompany certain actions undertaken by the advisors; 3) results in the form of pedagogical advice that follows from a shift in posture from that of researcher to that of trainer, one that allows for the identification of uncertainty management, structurally established by the educational advisors, as the guiding principle of their accompanying activity.
langue originaleFrançais
Lieu de publicationLouvain-La-Neuve
EditeurPresses universitaire de Louvain
Nombre de pages307
Etat de la publicationPublié - 2014

Série de publications

NomThèses de l'Université catholique de Louvain
EditeurPresses universitaires de Louvain

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