La fabrication d’un discours d’enseignant dans des entretiens d’auto-confrontation
The body of work that our research team is currently investigating is classified under the rubric of transcriptions of classroom interactions and of self-confrontation interviews. There is a risk, however, that this term may obscure the discourse in question, which consists of the transcription of a...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2015-11-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/646 |
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| Summary: | The body of work that our research team is currently investigating is classified under the rubric of transcriptions of classroom interactions and of self-confrontation interviews. There is a risk, however, that this term may obscure the discourse in question, which consists of the transcription of a class that is filmed as well as of the commentary of the instructor who views the film. We propose to study two transcriptions. In the first part, we’ll examine the positioning of the speaker but also that of the investigating subject to whom he speaks. Next, we will analyze the discourse of the instructor in the light of the "satellite information of experienced action" proposed by Dilts (1995) and then taken up by Vermersch (1994). Indeed, this body of work gives us the opportunity to study the type of discourse that tends to be produced when the interview is not guided strictly speaking. In a second part, we will see the effect produced by community arguments, referring explicitly or implicitly to the general consensus of the French as a Foreign Language didactics. Certainly, the person interviewed appears to be a reflective instructor, but one whose spontaneous tendencies typify his/her action (Filliettaz, 2002) and multiply the background information. Notwithstanding the presence of the video, the singular action disappears into the overarching discourse. Ultimately, what is constructed is a discourse that takes after the life lesson: the instructor not only shows his/her professionalism but his/her readiness to defend his/her values. Finally, through the analysis of the context and of the discourse we’ll examine how this kind of interviews could be useful to reach the teacher action in order to help train teachers. |
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| ISSN: | 1958-5772 |