Réflexivité et explicitation située de l’action des formateurs: Une perspective interactionnelle et multimodale

Abstract

When practitioners meet with researchers in the natural conditions of their ordinary activities, they sometimes spontaneously comment and reflect on various dimensions of their professional practice. This chapter proposes to explore the methodological potentialities of these accounts so as to illuminate the relations between research and practice in the context of vocational education. To do so, the paper refers to a research program currently conducted on teaching and learning practices within the Swiss dual VET system. This program provides empirical evidence regarding the ways teachers or trainers interact with researchers during ordinary training activities. The paper proposes an empirical approach to these sequences of interaction and uses these data to illustrate the diverse vocational knowledge trainers are able to reflect on when making their actions accountable to researchers in such contexts. Keywords : discourse, reflexivity, knowledge, professional development, identity