Pre-service teachers' greater power to act in the classroom: analysis of the circumstances for professional development

This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theo...

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Bibliographic Details
Published in:European journal of teacher education 2011-11, Vol.34 (4), p.465-482
Main Authors: Moussay, Sylvie, Flavier, Eric, Zimmermann, Philipe, Méard, Jacques
Format: Article
Language:English
Subjects:
activity
Class Activities
Classroom Techniques
Conflict
Education
Humanities and Social Sciences
Interaction Process Analysis
Interviews
mentoring
Mentors
Participant Observation
pre-service teacher training
Professional Development
Protocol Analysis
Protocol Materials
Teacher Empowerment
Teacher Placement
Teaching Methods
Video Technology
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Summary:This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher's professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers' power to act. It provides a source for transforming traditional mentoring methods in teacher training.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2011.587117