Résumés
Résumé
Dans cet article, nous étudions l’agentivité des enseignants après leur participation à une maîtrise master de formation internationale en éducation à la recherche. 16 enseignants, originaires de divers pays africains, ont été soumis à un entretien semi-structuré à la fin d’un master de formation. Les données collectées ont été analysées qualitativement à travers des catégories thématiques. Les entretiens ont mis en lumière la façon dont les enseignants ont exprimé leur agentivité à la suite de leur participation au master de formation. A la fin du master, les aspects d’analyse de la perception d’agentivité pris en considération sont ceux en relation avec les choix professionnels, la communauté scholastique d’appartenance, les pratiques professionnelles acquises lors de la formation à la recherche ainsi que l’agentivité pour transformer les pratiques professionnelles personnelles et collectives.
Mots-clés :
- Agentivité,
- Enseignant,
- Compétences de recherche,
- Développement professionnel.
Abstract
In this article, we analyse the teachers' agency after participation in an international training master’s in educational research. Sixteen teachers, from various African countries, accept to participate in a semi-structured interview at the end of an international master. The data collected was analysed qualitatively through thematic dimensions. The interviews highlighted how the teachers expressed their agency in consequence of their participation in the international master. At the end of the master, the emerged dimensions of teachers’ agency are related to the professional choices, the scholastic local community, the professional practices acquired during the master as well as the transformation of their personal and collective professional practices.
Keywords:
- agency,
- teacher,
- research skills,
- professional development
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliographie
- Ahearn, L. M. (2001). Agency. Dans A. Duranti (dir.), Key Terms in Language and Culture (p. 7–10). Blackwell.
- Archer, M. (2000). Being human: The problem of agency. Cambridge University Press.
- Beck, J. (2017). The weight of a heavy hour: Understanding teacher experiences of work intensification. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 52(3), 617–636.
- Bidet, A. (2012). Activité. Dans A. Bevort, A. Jobert, M. Lallement et A. Mias (dir.), Dictionnaire du travail (p. 6–12). PUF.
- Biesta, G. J. J et Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement [document de travail]. The Learning Lives project.
- Billett, S. et Pavolva, M (2005). Learning through working life: Self and individuals’ agentic action. International Journal of Lifelong Education, 24(3). https://doi.org/10.1080/02601370500134891
- Bryant, A., Charmaz, K. (2007). Grounded Theory Research: Methods and practices. Dans Bryant, A. and Charmaz, K. (dir.) The Sage Handbook of Grounded Theory.
- Brun, G. (2017). Pouvoir d’agir, en analyse de l’activité », Activités, 14–1. https://doi.org/10.4000/activites.2957
- Bruner, J. S. (1990). Culture and human development: A new look. Human Development, 33, 344–355. https://doi.org/10.1159/000276535
- Buzzelli, C., et Johnston, B. (2001). Authority, power, and morality in classroom discourse. Teaching and teacher education, 17(8), 873–884. https://doi.org/10.1016/S0742-051X(01)00037-3
- Clarke, S.N., et coll., (2016). Student agency to participate in dialogic science discussions, Learning, Culture and Social Interaction, 10, 27–39. http://dx.doi.org/10.1016/j.lcsi.2016.01.002
- Clot, Y. (2008). Travail et pouvoir d’agir. PUF.
- Cohen, D. K. (2010). Teacher quality: An American educational dilemma. Dans M. M. Kennedy (dir.), Teacher assessment and the quest for teacher quality. Jossey-Bass.
- Cochran-Smith, M., Lyttle, M. (2009). Inquiry as Stance: Practitioner Research in the Next Generation. Teachers College Press.
- Eger, K. (2016). An Analysis of Education Reform in Sub-Saharan Africa. Claremont McKenna College. @Claremont. http://scholarship.claremont.edu/cmc_theses/1419
- Engestrom, Y, Sannino, A. (2013). La volition et l’agentivité transformatrice : perspective théorique de l’activité. Revue internationale du CRIRES : innover dans la tradition de Vygotsky, 1(1), 4–19.
- Flores, M.F. (2017). Practice, theory and research in initial teacher education: international perspectives. European Journal of Teacher Education, 40(3), 287–290. https://doi.org/10.1080/02619768.2017.1331518
- Giddens, A. (1979). Central problems in social theory: Action, structure and contradictions. University of California Press.
- Gillespie, A. (2010). Position exchange: The social development of the agency. New Ideas in Psychology, 30, 32–46. https://doi.org/10.1016/j.newideapsych.2010.03.004
- Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group.
- Goller M., Harteis C. (2017). Human Agency at Work: Towards a Clarification and Operationalisation of the Concept. Dans: Goller M., Paloniemi S. (dir.), Agency at Work. Professional and Practice-based Learning, 20. Springer.
- Guilhaumou, J. (2012). Autour du concept d’agentivité. Rives méditerranéennes, 41. https://doi.org/10.4000/rives.4108
- Hardman, F., Ackers, J., Abrishamian, N., et O’Sullivan, M. (2011). Developing a systemic approach to teacher education in sub-Saharan Africa: Emerging lessons from Kenya, Tanzania and Uganda. Compare A Journal of Comparative and International Education, 41(5), 669–683. https://doi.org/10.1080/03057925.2011.581014
- Healey, M., et Jenkins, A. (2009). Developing undergraduate research and inquiry. Heslington: The Higher Education Academy.
- Haßler, B., Hennessy, S., Cross, A., Chileshe, E. et Machiko B. (2015). School-based professional development in a developing context: lessons learnt from a case study in Zambia. Professional development in education, 41(5), 806–825. https://doi.org/10.1080/19415257.2014.938355
- Jézégou, A. (2019). L’agentivité humaine en e-Formation des adultes. Traité de la e-Formation des adultes, 191.
- Kumpulainen, K. (2014). Researching engagement, agency and co-construction of meaning in educational interactions [communication orale]. EARLI Jure, Cyprus.
- Oolbekkink-Marchand, H.W; Hadar, L.L; Smith, K., Helleve, I. Ulvik, M. (2017). Teachers' perceived professional space and their agency. Teaching and Teacher Education, 62, 37–46. https://doi.org/10.1016/j.tate.2016.11.005
- Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.
- Priestley, M., Biesta, G. J. J. et Robinson, S. (2012). Understanding teacher agency: The importance of relationships. [communication orale]. Annual Meeting of the American Educational Research Association, Vancouver, Canada. http://www.stir.ac.uk/media/schools/education/documents/teacheragency /Teacher%20agency _AERA%20paper_final.pdf
- Poussin, N. (2015). Développement du sentiment d’efficacité : un développement du rapport entre affectivité et pensée ? Activités. 12 (12-1). https://doi.org/10.4000/activites.1028
- Rey, O., & Gaussel, M. (2016). The conditions for the successful use of research results by teachers: reflections on some innovations in France. European Journal of Teacher Education, 39(5), 577–587. https://doi.org/10.1080/02619768.2016.1260117
- Sahlberg, P. (2012). A Model Lesson: Finland Shows Us What Equal Opportunity Looks Like. American Educator, 36(1), 20. https://files.eric.ed.gov/fulltext/EJ971754.pdf
- Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 1–15. https://doi.org/10.1016/j.lcsi.2015.01.001
- Simpson, B. (2013). Le pragmatisme, Mead et le tournant pratique. Activités, 10(1), 155–171. https://doi.org/10.4000/activites.622
- Stremmel, A.J., Horm-Wingerd, D. (2007). Voices of practitioners—Teacher research: nurturing professional and personal growth through inquiry. Dans V.R. Fu, A.J. Stremmel (dir.), Teaching and learning, collaborative exploration of Reggio Emilia approach. Upper Saddle River.
- Swennen, A. (2018). Brave research as more than just professional development, Professional Development in Education, 44(2), 141–144. https://doi.org/10.1080/19415257.2018.1429115
- Tack, H., et Vanderlinde, R. (2014). Teacher educators’ researcherly disposition: cleaning up a messy construct [communication orale]. NAFOL National conference. Tromsø, Norway. http://hdl.handle.net/1854/LU-4368006
- Tomás, J-L., et Fernandez, G. (2015). Du pouvoir d’agir aux marges de manoeuvre : une proposition pour le développement psychologique des gestes. Activités, 12-2. https://doi.org/10.4000/activites.1122
- Tse, V., et coll. (2017). Becoming Authentic Teachers Through Transformative Inquiry: Final Practicum Challenges. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 52(3), 657–676.
- Vloet, K., & Van Swet, J. (2010). ‘I can only learn in dialogue!’Exploring professional identities in teacher education. Professional development in education, 36(1-2), 149–168. https://doi.org/10.1080/19415250903457083